The mid-year examinations: At this time not all the content has been covered. Mark allocations can be adapted for fewer questions, e.g. 30 marks instead of 20. It is however extremely important to see that there are efficient visual literacy questions. Cognitive levels All tests and examinations must follow the following range of cognitive levels. Questions will have different degrees of challenges easy, medium and hard. – As learners have a choice of questions in the trial and final examinations, each question should comply with the range of cognitive levels. Each test, open book test and examination must cater for a range of cognitive levels and must also include paragraph-type responses Cognitive level Percentage Lower order: knowledge 30 Middle order: comprehension and application 40 Higher order: analysis, evaluation and synthesis 30 Explanation of cognitive levels: Bloom’s Taxonomy KNOWLEDGE COMPREHENSION APPLICATION tell, list, write, find, describe, explain, interpret, discuss, solve, show, use, illustrate, name, locate, etc. distinguish, outline, etc. classify, construct, examine, etc. ANALYSIS SYNTHESIS EVALUATION analyse, compare, investigate, create, invent, plan, predict, judge, decide, justify, debate, categorise, identify, explain, design, propose, formulate, recommend, prioritise, argue etc. etc. Revised Taxonomy Bloom’s Revised Taxonomy Bloom’s Taxonomy Bloom’s Evaluation higher order Creating higher order – – Synthesis higher order Evaluating higher order – – Analysis higher order Analysing middle order – – Application middle order Applying middle order – – Comprehension middle order Understanding middle order – – Knowledge lower order Remembering lower order – – It is important to do a question paper analysis according to taxonomy. Below is Bloom’s an example of such an analysis. QUESTION Lower Middle order: Higher order:
The mid-year examinations: At this time not all the content has been covered. Mark allocations can be adapted for fewer questions, e.g. 30 marks instead of 20. It is however extremely important to see that there are efficient visual literacy questions. Cognitive levels All tests and examinations must follow the following range of cognitive levels. Questions will have different degrees of challenges – easy, medium and hard. As learners have a choice of questions in the trial and final examinations, each question should comply with the range of cognitive levels. Each test, open book test and examination must cater for a range of cognitive levels and must also include paragraph-type responses Cognitive level Percentage Lower order: knowledge 30 Middle order: comprehension and application 40 Higher order: analysis, evaluation and synthesis 30 Explanation of cognitive levels: Bloom’s Taxonomy KNOWLEDGE COMPREHENSION APPLICATION tell, list, write, find, describe, name, locate, etc. explain, interpret, discuss, distinguish, outline, etc. solve, show, use, illustrate, classify, construct, examine, etc. ANALYSIS SYNTHESIS EVALUATION analyse, compare, investigate, categorise, identify, explain, etc. create, invent, plan, predict, design, propose, formulate, etc. judge, decide, justify, debate, recommend, prioritise, argue Bloom’s Revised Taxonomy Bloom’s Taxonomy Bloom’s Revised Taxonomy Evaluation – higher order Creating – higher order Synthesis – higher order Evaluating – higher order Analysis – higher order Analysing – middle order Application – middle order Applying – middle order Comprehension – middle order Understanding – middle order Knowledge – lower order Remembering – lower order It is important to do a question paper analysis according to Bloom’s taxonomy. Below is an example of such an analysis. QUESTION Lower Middle order: Higher order:
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