By John L. Badgett
Protecting the foremost content material parts, this source exhibits the best way to increase measurable, standards-based lesson goals and applicable exams that faucet into all degrees of Bloom’s Taxonomy.
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Extra info for Designing Elementary Instruction and Assessment: Using the Cognitive Domain
In this variation, students are asked to fill in a blank that will make a false statement true (Linn & Gronlund, 2000). Although items that are partially true and partially false have certain merit, they can be confusing and potentially interfere with maximum test performance. For this reason, we advocate essay or short-answer items for measuring higherorder thought processes. We recommend that true–false items be used primarily at the Knowledge level and sparingly at the Comprehension level. Guidelines for Constructing True–False Questions True–false items, like any other items, should be clear, precise, and understandable to students.
Analysis Level: Students are able to break a unified whole into its basic parts and understand the relationship among those parts, compare and contrast phenomena, understand metaphors and analogies, understand the relationship between cause and effect, and categorize phenomena. It is likely that you will want your students to go beyond observing and summarizing their observations of phenomena; you will want them to determine cause–effect relationships. Unit Plan Instructional Objective Example: The students will demonstrate the ability to determine cause–effect relationships in chemical reactions.
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Designing Elementary Instruction and Assessment: Using the Cognitive Domain by John L. Badgett