Step 5 Decide on how each question should be structured, for example ‘scaffolding’. Step 6 Set the question paper and the marking memorandum simultaneously. Step 7 Apply the suggested time allocations for each question. Step 8 Develop the cover page, including suggested time allocations. Step 9 Ensure that the paper is moderated and all quality control checks have been completed. (Extract from Trevor Hall’s Implementation of the National Curriculum in Grades 10 – 12) BLOOM’S REVISED TAXONOMY Because of its six levels of thinking, Bloom’s revised taxonomy can provide a framework that incorporates low to high-level thinking activities. CREATING assemble, construct, create, design, develop, (Putting together ideas or formulate, write. elements to develop an generating, planning, producing original idea or engage in creative thinking) Types of questions: EVALUATING appraise, argue, defend, judge, select, support, (Judging the value of value, evaluate critique, judge, justify, recommend. ideas, materials and methods by developing and applying standards and criteria.) Types of questions: ANALYSING appraise, compare, contrast, criticize, differentiate, (Breaking information discriminate, distinguish, examine, experiment, down into its component question, test. elements.) differentiating, organising, attributing Types of questions: APPLYING Choose, demonstrate, dramatize, employ, illustrate, (Using strategies, interpret, operate, schedule, sketch, solve, use, concepts, principles and write. theories in new situations) executing, implementing Types of questions: UNDERSTANDING Classify, describe, discuss, explain, identify, locate, (Understanding of given recognize, report, select, translate, paraphrase information) Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining
Step 5 Decide on how each question should be structured, for example ‘scaffolding’. Step 6 Set the question paper and the marking memorandum simultaneously. Step 7 Apply the suggested time allocations for each question. Step 8 Develop the cover page, including suggested time allocations. Step 9 Ensure that the paper is moderated and all quality control checks have been completed. (Extract from Trevor Hall’s Implementation of the National Curriculum in Grades 10 – 12) BLOOM’S REVISED TAXONOMY Because of its six levels of thinking, Bloom’s revised taxonomy can provide a framework that incorporates low to high-level thinking activities. CREATING (Putting together ideas or elements to develop an original idea or engage in creative thinking) assemble, construct, create, design, develop, formulate, write. generating, planning, producing Types of questions: EVALUATING (Judging the value of ideas, materials and methods by developing and applying standards and criteria.) appraise, argue, defend, judge, select, support, value, evaluate critique, judge, justify, recommend. Types of questions: ANALYSING (Breaking information down into its component elements.) appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. differentiating, organising, attributing Types of questions: APPLYING (Using strategies, concepts, principles and theories in new situations) Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. executing, implementing Types of questions: UNDERSTANDING (Understanding of given information) Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining