7/12/2014

1


test development process

GED 311


parts of MCQ:
stem and choices (key & distracter)
stem
choices
key = the correct/best
choice (here, A)
distracter = wrong
choice (here, B, C, & D)
If xy = 2 and xy
2
= 8,
what is the value of x ?


A) 1/2
B) 1/4
C) 2
D) 4



7/12/2014
2

exercise: evaluating C!s using the checklist

CO: "denti#y the basic #unctions o# the bar $ersonnel% (&nderstand level)

MCQ: r% A works in 'agle(s Bar% r% B assigns r% A to oversee various bar #unctions
such as $re$aration and service o# drinks, organi)ation and delegation o# tasks as well
as the maintenance o# bar stocks and su$$lies% "n lieu o# r% A, r% C monitors the sta##
as well as the bar o$eration% *uests in 'agle(s bar are usually greeted and escorted by
s% D, re#erred then to r% ' #or wine orders or sometimes to r% + #or cocktail or
mocktail orders% ,hich o# the above-mentioned $ersonalities is the bar rece$tionist.

A. r% A
B. r% B%
C. r% C
D. s% D




(from an HRM exam)

exercise: evaluating C!s using the checklist

Topic: anaging the cost o# #ood

CO: /oint out the signi#icance o# standard $urchase s$eci#ications and
$urchase order in controlling #ood costs% (&nderstand level)

MCQ: ,hich o# the #ollowing is a non$erishable #ood item.
A% +ruit yogurt
B% "ceberg lettuce
C% *round turkey
D% *round $e$$er




(from an HRM exam)
7/12/2014
3

exercise: evaluating C!s using the checklist
Topic: +ormat in com$uting the donors ta0 due

CO: Com$ute the donors ta0 due using the conce$t in gross gi#t and ta0 rates% (A$$ly
level)

MCQ: ,ith the consent o# his wi#e and on account o# the son(s #orthcoming marriage,
arlon donated a con1ugal real $ro$erty to his son% 2he )onal value o# the $ro$erty was
/ 3,444,444 and its value $er ta0 declaration was / 3,544,444% &n$aid mortgage on
the $ro$erty was / 6444,444 and un$aid ta0 was / 344,444, which were assumed by
the donee% 2he ta0able net gi#t o# arlon was

A% / 554,444
B% / 574,444
C% / 674,444
D% / 4




(from a business law & taxation exam)

exercise: evaluating C!s using the checklist
Topic: Contracts

CO: A$$ly $rinci$les o# law on contracts in $roblem situation% (A$$ly level)

MCQ: A leased his $ro$erty to B% /art o# the $remises was subleased by B to C% B
violated the conditions o# the lease, so A wanted to rescind the lease contract% ,hich is
correct.
A. A can rescind the lease contract $rovided he res$ects the sublease%
B. A cannot rescind the lease contract as the sublease would naturally be a##ected%
C. A may rescind the lease contract and is not bound to res$ect the sublease%
D. B may ob1ect to the cancellation o# the contract because he is not a $arty to the
violation%




(from a business law & taxation exam)
7/12/2014
4

exercise: evaluating C!s using the checklist




(British Columbia Ministry of Education (2007)
Based on the diagrams,
which o# the #ollowing
statements is correct in
terms o# the brightness o#
the lam$.
A% Circuit " will $roduce a brighter lam$%
B. Circuit "" will $roduce a brighter lam$%
C. Both circuits will $roduce the
same brightness%
D. 2he relationshi$ cannot
be determined #rom
the in#ormation given%

C89 Com$rehend circuit $rinci$les (&nderstand level)

exercise: evaluating C!s using the checklist




(McMillan, 1997)
:eginald decided to go sailing with a #riend% ;e took su$$lies with him so he
could eat, re$air anything that might be broken, and show him where on the
lake he could sail% ,hich o# the #ollowing su$$lies would best meet his needs%
A% bread, hammer, ma$
B% milk, bread, screwdriver
C% ma$, hammer, $liers, screwdriver
D% screwdriver, hammer, $liers

C89 "denti#y the re<uirements suggested in a given
situation (Analy)e level)
7/12/2014
5

exercise: evaluating C!s using the checklist




(Instructional Assessment Resources, 2007)
=>tudents go to school to learn, not to take tests% "n addition, tests cannot be used to
indicate a student(s absolute level o# learning% All tests can do is rank students in
order o# achievement, and this relative ranking is in#luenced by guessing, blu##ing,
and the sub1ective o$inions o# the teacher doing the scoring% 2he teacher-learning
$rocess would bene#it i# we did away with tests and de$ended on student sel#-
evaluation%? ,hich one o# the #ollowing unstated assum$tions is this teacher making.

A% >tudents go to school to learn%
B% 2eachers use essay tests $rimarily%
C% 2ests make no contribution
to learning%
D% 2ests do not indicate
a student(s absolute level
o# learning%


C89 :ecogni)e unstated assum$tions% (Analy)e level)

exercise: evaluating C!s using the checklist




(Carneson, Delpierre, and Masters (n.d.)
A student was asked the #ollowing <uestion9
@Brie#ly list and e0$lain the various stages o# the creative $rocess@%

@2he creative $rocess is believed to take $lace in #ive stages, in the #ollowing
order9 8:"'A2A2"8A, when the $roblem must be identi#ied and de#ined,
/:'/A:A2"8A, when all the $ossible in#ormation about the $roblem is
collected, "AC&BA2"8A, when there is a $eriod where no solution seems in
sight and the $erson is o#ten busy with other tasks, "BB&"AA2"8A, when the
$erson e0$eriences a general idea o# how to arrive at a solution to the
$roblem, and #inally C':"+"CA2"8A, when the $erson determines whether
the solution is the right one #or the $roblem%@

C89 Dudge the correctness o# one(s assertion% ('valuate level)
7/12/2014
6

exercise: evaluating C!s using the checklist




;ow would you 1udge this studentEs answer.
A% 'FC'BB'A2 (all stages correct in the right order with clear and correct
e0$lanations)
B% *88D (all stages correct in the right order, but the e0$lanations are not
as clear as they should be)%
C% 'D"8C:' (one or two stages are missing 8: the stages are in the
wrong order, 8: the e0$lanations are not clear 8: the e0$lanations are
irrelevant)
D% &AACC'/2ABB' (more than two stages are missing AAD the order is
incorrect AAD the e0$lanations are not clear AAD/8: they are irrelevant)
(Carneson, Delpierre, and Masters (n.d.)
C89 Dudge the correctness o# one(s assertion% ('valuate level)

exercise: evaluating C!s using the checklist

"t is the skill#ul a$$lication o# $aint and brush where one is actually
describing through the color he uses%

A% dance B% cubism C% $ainting D% literature




(from a Humanities exam)
7/12/2014
7

exercise: evaluating C!s using the checklist

Absolute )ero $oint%
A% interval scale
B% nominal scale
C% ordinal scale
D% ratio scale




(Payne, 1997)

exercise: evaluating C!s using the checklist

2here are several di##erent scales o# measurement used in educational
settings% ,hich scale o# measurement incor$orates an absolute )ero
$oint%
A% interval scale
B% nominal scale
C% ordinal scale
D% ratio scale




(Payne, 1997)
7/12/2014
8

exercise: evaluating C!s using the checklist

,hich scale o# measurement incor$orates a true absolute )ero $oint.
A% interval scale
B% nominal scale
C% ordinal scale
D% ratio scale





(Payne, 1997)

exercise: evaluating C!s using the checklist

A table o# s$eci#ications
A% indicates how a test will be used to im$rove learning%
B% $rovides a more balanced sam$ling o# content%
C% arranges the instructional ob1ectives in order o# their im$ortance%
D% s$eci#ies the method o# scoring to be used on a test%




(Gronlund & Waugh, 2009)
7/12/2014
9

exercise: evaluating C!s using the checklist

,hat is the main advantage o# using a table o# s$eci#ications when
$re$aring an achievement test.
A% "t reduces the amount o# time re<uired%
B% "t im$roves the sam$ling o# content%
C% "t makes the construction o# test items easier%
D% "t increases the ob1ectivity o# the test%




(Gronlund & Waugh, 2009)

exercise: evaluating C!s using the checklist

,hat name is given to the grou$ o# com$le0 organic com$ounds that
occur in small <uantities in natural #oods that are essential to normal
nutrition.
A% Calories
B% inerals
C% Autrients
D% Citamins





(Payne, 1997)
7/12/2014
10

exercise: evaluating C!s using the checklist

,hich o# the #ollowing statements is the best descri$tion o# a vitamin.
A% A com$le0 substance necessary #or normal animal develo$ment,
which is #ound in some <uantities in certain #oods
B% A com$le0 substance $re$ared in biological laboratories to im$rove
the nutrient <ualities o# ordinary #oods
C% A substance e0tracted #rom ordinary #oods, which is use#ul in
destroying disease germ in the body
D% A highly concentrated #orm o# #ood energy, which should be used
only on a doctor(s $rescri$tion




(Payne, 1997)

exercise: evaluating C!s using the checklist

B89 "denti#y a$$ro$riate test #ormat%

2he recall o# #actual in#ormation can be measured best with a
A% matching item
B% multi$le-choice item
C% short-res$onse item
D% essay <uestion




7/12/2014
11

exercise: evaluating C!s using the checklist

2he recall o# #actual in#ormation can be measured best with
A% matching item%
B% multi$le-choice item%
C% short-res$onse item%
D% essay <uestion%




(Gronlund & Waugh, 2009)
exercise: evaluating C!s using the checklist

G% 2he nurse should $lan to monitor the client #or side e##ects o# this medication,
which include


3% A nurse should recogni)e that a client who has elevated intracranial $ressure will
most likely receive which o# these medications.


A% snnitol (8smitrol)
B% Digo0in (Bano0in)
C% "ndometocin ("ndocin)
D% Aadolol (Corgard)
A% hy$onatremia
B% brdycardia
C% hematuria
D% agranulocytosis
(McDonald, 2007)
7/12/2014
12

exercise: evaluating C!s using the checklist

,hich o# #ollowing is A82 an e0am$le o# a mammal.
A% Bird
B% Dog
C% ,hale
D% Aone o# the above





(Payne, 1997)

exercise: evaluating C!s using the checklist

,hich o# the #ollowing is a mammal.
A% Bird
B% +rog
C% ,hale
D% +ish





(McMillan, 1997)
7/12/2014
13

exercise: evaluating C!s using the checklist

As a #oodservice manager, what decision will you take i# there(s any
em$loyee sus$ected o# having a communicable disease.
A% /ermit to continue his/her 1ob as it would a##ect $roduction%
B% 2erminate #rom work because you can(t a##ord to let your clients
get ill%
C% :e#er to the em$loyee health centre #or diagnosis and advise to
take a sick leave%
D% "mmediately #ind new $ersonnel to re$lace him/her%






(From an HRM exam)
S SS Specific
L LL Learning
O OO Outcome


Prof. Alben P. Sagpang
Faculty eber! "#$
%n&'er(&ty of )&n*anao

7/12/2014
14
What is learning outcome?
+,t &( a (tateent t-at
*e(cr&be( .-at t-e (tu*ent(
(-oul* /no.! un*er(tan*! an*
be able to *o at t-e en* of t-e
le((on! upon coplet&on of a
cour(e! or upon coplet&on of
t-e *egree progra.
What is learning outcome?
+,t &( a (tateent t-at *e(cr&be(
t-e nece((ary /no.le*ge 012!
(/&ll( 0S2! att&tu*e( 0A2! or a
cob&nat&on of t-e(e t-at
(tu*ent( (-oul* (ucce((fully
*eon(trate at t-e en* of a
learn&ng per&o* 03e(terf&el*4Sacre!
S-ulan! 5olf! Atan! )c6ourty! )&ller! 7l*(! 8
9oger( 020002: $.ell! 20012.
7/12/2014
15
What is ability?
A
S
1
Ability
What are these K, S, & A?
3rea/*o.n of outcoe(
Kno.le*ge S/&ll( Att&tu*e(
7/12/2014
16
What are these K, S, & A?
3rea/*o.n of outcoe(
Kno.le*ge S/&ll( Att&tu*e(
"ontent of an
aca*e&c *&(c&pl&ne:
$(tabl&(-e* t-roug-
con(en(u( of e;pert(:
+<&(tor&cally (-are*
/no.le*ge=
A learne* capac&ty
of a per(on to perfor
a ta(/ to.ar*(
ac-&e'&ng a *e(&re*
re(ult .&t- opt&al
eff&c&ency
an* effect&'ene((.
>alue(! -ab&t(! an*
&ntere(t( t-at a per(on
*eon(trate( t-roug-
-&(/-er t-oug-t(!
act&on(! or feel&ng(.
What are values, habits, & interests?
3rea/*o.n of att&tu*e(
Value( Hab&t( Intere(t(
7/12/2014
17
What are values, habits, & interests?
3rea/*o.n of att&tu*e(
Value( Hab&t( Intere(t(
Are bel&ef(!
p-&lo(op-&e(! an*
'&rtue( t-at a per(on
-ol*( e((ent&al.

Are -uan be-a'&or(
t-at are e;-&b&te*
con(&(tently
an* are *one
u(ually .&t-out
uc- con(c&ou(
effort
Are a (tate of attent&on
#-at a per(on /eenly
$;-&b&t( to.ar*(
(oet-&ng! (uc- a(
,*ea(! e'ent(! act&on(!
8 a*'ocac&e(
?earn&ng
outcoe(
1no.le*ge
Factual
/no.le*ge
"onceptual
/no.le*ge
Proce*ural
/no.le*ge
)etacogn&t&'e
/no.le*ge
S/&ll(
6ener&c (/&ll(
Aca*e&c
(/&ll(
@&(c&pl&ne4
(pec&f&c (/&ll(
Att&tu*e(
>alue(
<ab&t(
,ntere(t(
7/12/2014
18
Knowledge
Factual knowledge
Hnowledge o#
terminology
Hnowledge o#
s$eci#ic details and
elements
Conceptual
knowledge
Hnowledge o#
classi#ications and
categories
Hnowledge o#
$rinci$les and
generali)ations
Hnowledge o#
theories, models,
and structures
Procedural
knowledge
Hnowledge o#
sub1ect-s$eci#ic skills
and algorithms
Hnowledge o#
sub1ect-s$eci#ic
techni<ues and
methods
Hnowledge o# criteria #or
determining when to use
a$$ro$riate $rocedures
Metacognitie
knowledge
>trategic knowledge
Hnowledge about cognitive
tasks, including a$$ro$riate
conte0tual and conditional
knowledge
>el#-knowledge
6ener&c (/&ll(
,ntellectual
(/&ll(
"reat&'e
t-&n/&ng
"r&t&cal
t-&n/&ng
Strateg&c
t-&n/&ng

Proble
(ol'&ng

Self4
anageent
(/&ll(
$ot&on
anageent
#&e
anageent
Stre((
anageent

Self4
on&tor&ng

"onf&*ence
bu&l*&ng
People (/&ll(
"on'er(at&onal
(/&ll(
"onfl&ct
re(olut&on
A*'ocacy (/&ll(
5or/&ng &n
tea(
7/12/2014
19
Aca*e&c (/&ll(
Aca*e&c
.r&t&ng (/&ll(
?&brary (earc-
(/&ll(
$((ay .r&t&ng
(/&ll(
Pre(entat&on
(/&ll(
9ea*&ng
(trateg&e(
#ec-nolog&cal
(/&ll(
%(&ng off&ce
appl&cat&on
(oft.are
%(&ng
(pec&al&Ae*
(oft.are
%(&ng &nternet4
ba(e*
tec-nology
)etacogn&t&'e
(/&ll(
?earn&ng
(trateg&e(
Strateg&e( for
(elf4on&tor&ng
of o.n learn&ng

A.arene(( of
con*&t&on(/
reBu&reent(
of a g&'en ta(/

@&(c&pl&ne4(pec&f&c
(/&ll(
9e(earc- (/&ll(
?&brary (earc- (/&ll(
$((ay .r&t&ng (/&ll(
Pre(entat&on (/&ll(
"on*uct&ng an*
report&ng re(earc-
9ecor*(
anageent
#ec-nolog&cal (/&ll(
%(&ng off&ce
appl&cat&on (oft.are
%(&ng (pec&al&Ae*
(oft.are
%(&ng &nternet4ba(e*
tec-nology
7perat&ng an*
-an*l&ng eBu&pent
"otent4(pec&f&c (/&ll(
Pro'&ng tec-n&Bue(
0for 3S )at-2
3u&l*&ng *e(&gn
0for
$ng&neer&ng/Arc-&tectue2
Preparat&on of au*&t
report
0for Accountancy2
"reat&ng an*
perfor&ng *ance (tep(
0for P-y(&cal $*ucat&on2
7/12/2014
20
Att&tu*e(
>alue(
$t-&cal 'alue(
Soc&al
re(pon(&b&l&ty
"ulture
(en(&t&'&ty
Sp&r&tual&ty
$pat-y
<ab&t(
$tt&Buette 8
*ecoru
Po(&t&'e
*&(po(&t&on(
A((ert&'ene((
#-an/fulne((

9eflect&'ene((
,ntere(t(
)etap-y(&cal
act&'&t&e(
A*'ocac&e(
<obb&e(
Relationshi bet!een V"G & out#o$es

%n&'er(&tyC( >&(&on an* )&((&on 8 6oal(
%ro&ra$
E'u#ational
(b)e#tives
Stu'ent
(ut#o$e
*ourse
out#o$e
Se#i+i#
learnin&
out#o$e

,nter/nat&onal Stan*ar*(:
"<$@ ")7
3a(e* on "<$@ ")7
0Forulate* by e;pert(2

Forulate* by e;pert(
.-at .e .ant our
gra*uate(/alun& to be
0#-e college .&ll *ec&*e on
t-&( .&t- t-e &nput fro
a*'&(ory boar*2
7/12/2014
21
,evels o+ se#i+i#ity o+ out#o$es
%E(s an'
S(s
*,(s
S,(s
Spec&al outcoe( at progra
le'el 0Bual&t&e( .e .ant our
profe((&onal alun& to
po((e((2
?e((on/top&c 4le'el
outcoe(
0(-oul* be (upport&'e of
cour(e4le'el outcoe(2

Progra4le'el outcoe( to
be acBu&re* by (tu*ent(
*ur&ng t-e&r (tay &n %)
"our(e4le'el outcoe(
0(-oul* be (upport&'e of
progra4le'el outcoe(2

What learnin& out#o$e is -(.?
5r&tten at t-e training level
too (pec&f&c! l&&te*! an* .ell4*ef&ne*! but &nappropr&ate
for ore cople; progra copetenc&e(! an*
re(ult( &n a 'ery long l&(t of *&(crete an* narro.
obDect&'e( t-at ep-a(&Ae (&ple /no.le*ge an* (/&ll(
outcoe(.
$;aple( of t-&( natureE
A** (&ngle4*&g&t .-ole nuber(
,*ent&fy t-e part( of a &cro(cope
?&(t t-e (tep( &n prepar&ng a bar grap-
0An*er(on 8 1rat-.o-l! 2001: 6ronlun* 8 3roo/-art! 20092.
7/12/2014
22
What learnin& out#o$e is -(.?

5r&tten a( teac-&ng act&'&ty or proce*ure

$;aple( of t-&( typeE

#eac- (tu*ent( t-e ter( u(e* on .eat-er ap(
@eon(trate to (tu*ent( t-e con(truct&on of a .eat-er
ap

0An*er(on 8 1rat-.o-l! 2001: 6ronlun* 8 3roo/-art! 20092.
What learnin& out#o$e is -(.?

5r&tten a( a learn&ng proce((E
$;aple(E
Stu*ent( learn -o. .eat-er ap( are con(tructe*.
Stu*ent( learn -o. t-e ter( are relate* to (ybol(
u(e* on a .eat-er ap.

0An*er(on 8 1rat-.o-l! 2001: 6ronlun* 8 3roo/-art! 20092.
7/12/2014
23
What are the
relevant SLOs ?
Writing SLO
*onsi'erations in #hoosin&/!ritin& *(/S,(

5-at *o , .ant y (tu*ent( to learn at t-e en*
of t-&( cour(eF 0,portance G t-e core
1no.le*ge! S/&ll(! Att&tu*e(2

5-y (-oul* t-ey learn t-e(e outcoe(F
0S&gn&f&cance &n relat&on to real4l&fe profe((&onal
pract&ce/.or/! c&t&Aen(-&p2

<o. .&ll t-ey learn t-e(e outcoe(F 0#eac-&ng
8 ?earn&ng Act&'&ty2

<o. *o , /no. t-at t-e(e outcoe( -a'e been
ac-&e'e* an* to .-at e;tentF 0A((e((ent
#a(/2

7/12/2014
24
Ali&n$ent a$on& the three0 S,(, .,A, A.
,earnin& out#o$es
1e2&2, S,(3
Assess$ent .as4s 1A.s3 .ea#hin&5,earnin&
A#tivities 1.,As3
Ali&n$ent
What is assessment task?
7/12/2014
25
What is assessment task?
,t &( a learn&ng tas4 t-at el&c&t( $easurable an*
observable stu'ent er+or$an#e a( a re(ult of
learn&ng a target S7/"7/S?7.

assessment process (in particular)





!denti"y
outco#es to
$e assessed
Prepare TO%&
test
'uestionnaire
(t)ru test$ank*
Ad#inister
t)e test
Analy+e and
ealuate
outco#es
attain#ent
Proide
students wit)
"eed$ack
1
2
3
4
5
7/12/2014
26
What is .(S 1.able o+ Se#i+i#ations3?
,t &( t-e +(/eleton= of a te(t: t-e f&r(t (tep &n te(t
*e'elopent:

,t &( a atr&; t-at outl&ne( t-e relat&on(-&p aong t-e
ff.
#op&c( an* learn&ng
copetenc&e(/outcoe(/obDect&'e( 0?"2 to be
a((e((e* &n t-e te(t!

What is .(S 1.able o+ Se#i+i#ations3?
"ogn&t&'e proce(( category 0"ogPr2 .-&c-
enuerate( t-&n/&ng (/&ll( &n-erent &n t-e ?"!

@&(tr&but&on of percentage .e&g-t( 0Htg 5t2
an* of Po&nt( a((&gne* to ?"(!

7/12/2014
27
What is .(S 1.able o+ Se#i+i#ations3?
@&(tr&but&on of te(t &te(!

A((e((ent ta(/( 0te(t forat( &n part&cular2.

Why reare .(S?
,t en(ure( t-at t-e target top&c( 8 ?" to be
a((e((e*/ea(ure* are fa&rly repre(ente* 8
appropr&ately ea(ure* by a((e((ent ta(/( &n t-e
e;a 0an* -ence &t -elp( &pro'e t-e +'al&*&ty of t-e
e;a=2:

,t (er'e( a( a gu&*e &n *e(&gn&ng a((e((ent ta(/:

7/12/2014
28
Why reare .(S?
,t pro'&*e( a frae.or/ &n analyA&ng (tu*ent
perforance ea(ure* aga&n(t copetenc&e(:

,t /eep( bot- teac-er( 8 (tu*ent( (tay focu(e* on
&portant copetenc&e( &n teac-&ng 8 learn&ng:

,t a/e( teac-er( becoe &n*ful of t-e&r pac&ng &n
teac-&ng t-e &portant copetenc&e( &n a t&e4
con(tra&ne* (ett&ng.

Source: -ttpE//cDc4e*uc10..&/&(pace(.co/#ableIofISpec&f&cat&on(I0#7S2
7/12/2014
29
old vs. new 6loo$7s ta8ono$y












4 3loo 019562: An*er(on an* 1rat-.o-l 020012


(l' 119:;3
1one5'i$ensional3
-e! 1<==13
1t!o5'i$ensional3
$'aluat&on "reate
Synt-e(&( $'aluate
Analy(&( AnalyAe
Appl&cat&on Apply
"opre-en(&on %n*er(tan*
1no.le*ge 9eeber
old vs. new 6loo$7s ta8ono$y














(l' 119:;3
1one5'i$ensional3
-e! 1<==13
1t!o5'i$ensional3
$'aluat&on "reate
Synt-e(&( $'aluate
Analy(&( AnalyAe
Appl&cat&on Apply
"opre-en(&on %n*er(tan*
1no.le*ge 9eeber
Knowledge dimension
con(&(t( of
4 type( of /no.le*geE
Factual
"onceptual!
Proce*ural! 8
)etacogn&t&'e
Cognitive Process Dimension
- "opo(e* of (&; cognitive process categories
7/12/2014
30
the ta;onoy table














.he
Kno!le'&e
Di$ension
.he *o&nitive %ro#ess Di$ension
,e#e#$er -nderstand Apply Analy+e .aluate Create
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
Metacognitie
Knowledge
Knowledge
Factual knowledge
Hnowledge o#
terminology
Hnowledge o#
s$eci#ic details and
elements
Conceptual
knowledge
Hnowledge o#
classi#ications and
categories
Hnowledge o#
$rinci$les and
generali)ations
Hnowledge o#
theories, models,
and structures
Procedural
knowledge
Hnowledge o#
sub1ect-s$eci#ic skills
and algorithms
Hnowledge o#
sub1ect-s$eci#ic
techni<ues and
methods
Hnowledge o# criteria #or
determining when to use
a$$ro$riate $rocedures
Metacognitie
knowledge
>trategic knowledge
Hnowledge about cognitive
tasks, including a$$ro$riate
conte0tual and conditional
knowledge
>el#-knowledge
7/12/2014
31
*o&nitive %ro#ess *ate&ories
12 RE"E"6ER > Retrieve relevant 4no!le'&e +ro$ lon&5ter$ $e$ory2
1.1 9ecogn&A&ng 1.2 9ecall&ng
<2 ?-DERS.A-D > *onstru#t $eanin& +ro$ instru#tional $essa&es,
in#lu'in& oral, !ritten, an' &rahi# #o$$uni#ation2
2.1 ,nterpret&ng 2.3 "la((&fy&ng 2.5 ,nferr&ng 2.7 $;pla&n&ng
2.2 $;epl&fy&ng 2.4 Suar&A&ng 2.6 "opar&ng
32 A%%,@ > *arry out or use a ro#e'ure in a &iven situation2
3.1 $;ecut&ng 3.2 ,pleent&ng
A2 A-A,@BE > 6rea4 $aterial into #onstituent arts an' 'eter$ine ho!
arts relate to one another an' to an overall stru#ture or urose2
4.1 @&fferent&at&ng 4.2 7rgan&A&ng 4.3 Attr&but&ng
:2 EVA,?A.E> "a4e )u'&$ents base' on #riteria an' stan'ar's2
5.1 "-ec/&ng 5.2 "r&t&Bu&ng
;2 *REA.E > %ut ele$ents to&ether to +or$ a #oherent or +un#tional
!holeC reor&aniDe ele$ents into ne! attern or stru#ture2
6.1 6enerat&ng 6.2 Plann&ng 6.3 Pro*uc&ng
/ Categories 0
12 Cognitie
Processes
Alternative
-a$es o+
*o&nitive
%ro#esses
De+initions o+ *o&nitive %ro#esses an'
*orreson'in& E8a$les o+ Se#i+i# ,earnin&
(ut#o$es 1S,(s3
1. ,.M.MB., 3 ,etriee releant knowledge "ro# long4ter# #e#ory.
1.1
,ecogni+ing
,*ent&fy&ng ?ocat&ng /no.le*ge &n long4ter eory
t-at &( con(&(tent .&t- pre(ente* ater&al
0e.g.! 9ecogn&Ae t-e *ate( of &portant e'ent(
&n %S -&(tory2

1.5
,ecalling
9etr&e'&ng 9etr&e'&ng rele'ant /no.le*ge fro long4
ter eory
0e.g.! 9ecall t-e *ate( of &portant e'ent( &n
%S -&(tory2

2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses
7/12/2014
32
/ Categories 0
12 Cognitie
Processes
Alternative
-a$es o+
*o&nitive
%ro#esses
De+initions o+ *o&nitive %ro#esses an'
*orreson'in& E8a$les o+ Se#i+i# ,earnin&
(ut#o$es 1S,(s3
5. -6D.,%TA6D 3 Construct #eaning "ro# instructional #essages& including oral&
written& and grap)ic co##unication.
5.1
!nterpreting
"lar&fy&ng!
parap-ra(&ng!
repre(ent&ng!
tran(lat&ng
"-ang&ng fro one for of repre(entat&on
0e.g.! nuer&cal2 to anot-er 0e.g.! 'erbal2
0e.g.! Parap-ra(e &portant (peec-e( an*
*ocuent(2
5.5
.7e#pli"ying
,llu(trat&ng!
&n(tant&at&ng
F&n*&ng a (pec&f&c e;aple or &llu(trat&on of a
concept or pr&nc&ple
0e.g.! 6&'e e;aple( of 'ar&ou( art&(t&c
pa&nt&ng (tyle(2
5.8
Classi"ying
"ategor&A&ng!
(ub(u&ng
@eter&n&ng t-at (oet-&ng belong( to a
category 0e.g.! concept or pr&nc&ple2
0e.g.! "la((&fy ob(er'e* or *e(cr&be* ca(e( of
ental *&(or*er(2
2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses
/ Categories 0
12 Cognitie
Processes
Alternative
-a$es o+
*o&nitive
%ro#esses
De+initions o+ *o&nitive %ro#esses an'
*orreson'in& E8a$les o+ Se#i+i# ,earnin&
(ut#o$es 1S,(s3
5. -6D.,%TA6D 3 Construct #eaning "ro# instructional #essages& including oral&
written& and grap)ic co##unication.
5.9
%u##ari+ing
Ab(tract&ng!
general&A&ng
Ab(tract&ng a general t-ee or aDor
po&nt(0(2
0e.g.! 5r&te a (-ort (uary of t-e e'ent(
portraye* on '&*eotape(2

5.:
!n"erring
"onclu*&ng!
e;trapolat&ng!
pre*&ct&ng
@ra.&ng a log&cal conclu(&on fro pre(ente*
&nforat&on
0e.g.! ,n learn&ng a fore&gn language! &nfer
graat&cal pr&nc&ple( fro e;aple(2

2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses
7/12/2014
33
/ Categories 0
12 Cognitie
Processes
Alternative
-a$es o+
*o&nitive
%ro#esses
De+initions o+ *o&nitive %ro#esses an'
*orreson'in& E8a$les o+ Se#i+i# ,earnin&
(ut#o$es 1S,(s3
5. -6D.,%TA6D 3 Construct #eaning "ro# instructional #essages& including oral&
written& and grap)ic co##unication.
5./
Co#paring
"ontra(t&ng!
app&ng!
atc-&ng
@etect&ng corre(pon*ence( bet.een t.o
&*ea(! obDect(! an* t-e l&/e(
0e.g.! "opare -&(tor&cal e'ent( to
conteporary (&tuat&on(2

5.;
.7plaining
"on(truct&ng
o*el(
"on(truct&ng a cau(e4an*4effect o*el of a
(y(te
0e.g.! $;pla&n t-e cau(e( of t-e 18
t-
4century
e'ent( &n France2

2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses
/ Categories 0
12 Cognitie
Processes
Alternative
-a$es o+
*o&nitive
%ro#esses
De+initions o+ *o&nitive %ro#esses an'
*orreson'in& E8a$les o+ Se#i+i# ,earnin&
(ut#o$es 1S,(s3
8. APP<= 3 Carry out or use a procedure in a gien situation.
8.1
.7ecuting
"arry&ng out Apply&ng a proce*ure to a fa&l&ar ta(/
0e.g.! @&'&*e one .-ole nuber by anot-er
.-ole nuber! bot- .&t- ult&ple *&g&t(2

8.5
!#ple#enting
%(&ng Apply&ng a proce*ure to an unfa&l&ar ta(/
0e.g.! @eter&ne &n .-&c- (&tuat&on( Je.tonC(
(econ* la. &( appropr&ate2

2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses
7/12/2014
34
/ Categories 0
12 Cognitie
Processes
Alternative
-a$es o+
*o&nitive
%ro#esses
De+initions o+ *o&nitive %ro#esses an'
*orreson'in& E8a$les o+ Se#i+i# ,earnin&
(ut#o$es 1S,(s3
9. A6A<=>. 3 Break #aterial into constituent parts and deter#ine )ow parts relate
to one anot)er and to an oerall structure or purpose.
9.1
Di""erentiating
@&(cr&&nat&ng!
*&(t&ngu&(-&ng!
focu(&ng!
(elect&ng
@&(t&ngu&(-&ng rele'ant fro &rrele'ant part(
or &portant fro un&portant part( of
pre(ente* ater&al 0e.g.! @&(t&ngu&(- bet.een
rele'ant an* &rrele'ant nuber( &n a
at-eat&cal .or* proble2

9.5
Organi+ing
F&n*&ng
co-erence!
&ntegrat&ng!
outl&n&ng!
par(&ng!
(tructur&ng

@eter&n&ng -o. eleent( f&t or funct&on
.&t-&n a (tructure 0e.g.! Structure e'&*ence &n
a -&(tor&cal *e(cr&pt&on &nto e'&*ence for an*
aga&n(t a part&cular -&(tor&cal e;planat&on2

2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses
/ Categories 0
12 Cognitie
Processes
Alternative
-a$es o+
*o&nitive
%ro#esses
De+initions o+ *o&nitive %ro#esses an'
*orreson'in& E8a$les o+ Se#i+i# ,earnin&
(ut#o$es 1S,(s3
9. A6A<=>. 3 Break #aterial into constituent parts and deter#ine )ow parts relate
to one anot)er and to an oerall structure or purpose.
9.8
Attri$uting
@econ(truct&ng @eter&ne a po&nt of '&e.! b&a(! 'alue(! or
&ntent un*erly&ng pre(ente* ater&al 0e.g.!
@eter&ne t-e po&nt of '&e. of t-e aut-or of
an e((ay &n ter( of -&( or -er pol&t&cal
per(pect&'e2

2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses
7/12/2014
35
/ Categories 0
12 Cognitie
Processes
Alternative
-a$es o+
*o&nitive
%ro#esses
De+initions o+ *o&nitive %ro#esses an'
*orreson'in& E8a$les o+ Se#i+i# ,earnin&
(ut#o$es 1S,(s3
:. .?A<-AT. 3 Make @udg#ents $ased on criteria and standards.
:.1
C)ecking
Coordinating,
detecting, testing
Detecting inconsistencies or #allacies within a $rocess
or $roductK determining whether a $rocess or $roduct
has internal consistencyK detecting the e##ectiveness
o# a $rocedure as it is being im$lemented (e%g%,
Determine whether a scientist(s conclusions #ollow
#rom observed data)

:.5
Criti'uing
Dudging Detecting inconsistencies between a $roduct and
e0ternal criteria, determining whether a $roduct has
e0ternal consistency, detecting the a$$ro$riateness o#
a $rocedure #or a given $roblem (e%g%, Dudge which o#
two methods is a better way to solve a given $roblem)

2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses
/ Categories 0
12 Cognitie
Processes
Alternative
-a$es o+
*o&nitive
%ro#esses
De+initions o+ *o&nitive %ro#esses an'
*orreson'in& E8a$les o+ Se#i+i# ,earnin&
(ut#o$es 1S,(s3
/. C,.AT. 3 Put ele#ents toget)er to "or# a co)erent or "unctional w)oleA
reorgani+e ele#ents into new pattern or structure.
/.1
Benerating
;y$othesi)ing Coming u$ with alternative hy$othesis based on
criteria (e%g%, *enerate hy$otheses to account #or
an observed $henomenon)

/.5
Planning
Designing Devising a $rocedure #or accom$lishing some task
(e%g%, /lan a research $a$er on a given historical
to$ic)

/.8
Producing
Constructing "nventing a $roduct (e%g%, Build habitats #or certain
s$ecies #or certain $ur$oses)

Ada$ted with minor modi#ication #rom Anderson, B% ,%, & Hrathwohl, D% :% ('ds%) (G443)% 2a0onomy #or learning,
teaching, and assessing9 A revision o# Bloom(s ta0onomy o# educational ob1ectives (Abridged ed%)% Aew Lork9
Addison ,esley Bongman%
2he I categories o# the cognitive $rocess dimension and 3J related cognitive $rocesses
7/12/2014
36
*o&nitive %ro#ess
*ate&ory
A#tion Verbs
Eor0 *ourse ,earnin&
(ut#o$es 1*,(s3
Eor Se#i+i# ,earnin& (ut#o$es 1S,(s3

9eeber

9eeber
9ecall
1no.
@ef&ne
,*ent&fy
?abel
?&(t
?&(ten
?ocate
)atc-
Jae
7b(er'e
7utl&ne
9ecall
9ecogn&Ae
9epro*uce
Select
State
5r&te

%n*er(tan*

"opre-en*
$(t&ate
Ku(t&fy
#ran(late
%n*er(tan*
"la((&fy
"on'ert
@e(cr&be
@efen*
@&(t&ngu&(-
$(t&ate
$;ten*
6eneral&Ae
6&'e
$;epl&fy
,llu(trate
,n*&cate
,nfer
Parap-ra(e
Pre*&ct
9epre(ent
9e.r&te
Select
*o&nitive %ro#ess
*ate&ory
A#tion Verbs
Eor0 *ourse ,earnin&
(ut#o$es 1*,(s3
Eor Se#i+i# ,earnin& (ut#o$es 1S,(s3

Apply

Apply
"on(truct
@eon(trate
,pleent
Sol'e
%(e
AnalyAe
"-ange
"opute
"on(truct
@eon(trate
@&fferent&ate
@&(co'er
$ploy
$;per&ent
,*ent&fy
,pleent
,n(truct
,nter'&e.
)an&pulate
)o*&fy
7perate
Pa&nt
Perfor
Pre*&ct
Prepare
Pro*uce
9ecor*
9elate
9eport
S-o.
S/etc-
Sol'e
St&ulate
#eac-
%(e
7/12/2014
37
*o&nitive
%ro#ess
*ate&ory
A#tion Verbs
Eor0 *ourse ,earnin&
(ut#o$es 1*,(s3
Eor Se#i+i# ,earnin& (ut#o$es 1S,(s3

AnalyAe

AnalyAe
@&(t&ngu&(-
9ecogn&Ae
A*'ert&(e
Argue
3rea/ *o.n
"ategor&Ae
"la((&fy
"ob&ne
"opare
"ontra(t
@&agra
@&fferent&ate
@&(cr&&nate
@&(cu((
@&((ect
@&(t&ngu&(-
$;a&ne
,*ent&fy
,llu(trate
,nfer
,nterpret
,n'e(t&gate
7utl&ne
Po&nt out
9elate
9e(tate
Select
Separate
Sub*&'&*e
Sur'ey
*o&nitive
%ro#ess
*ate&ory
A#tion Verbs
Eor0 *ourse ,earnin&
(ut#o$es 1*,(s3
Eor Se#i+i# ,earnin& (ut#o$es 1S,(s3

$'aluate

$'aluate
,nterpret
Ku*ge
Appra&(e
A((e((
Attac-
"-oo(e
"opare
"onclu*e
"ontra(t
"r&t&c&Ae
@ebate
@ec&*e
@efen*
@eter&ne
@&(cr&&nate
@&(cu((
$*&tor&al&Ae
$'aluate
$;pla&n
,nterpret
Ku*ge
Ku(t&fy
9ecoen
*
9elate
Suar&Ae
Support
5e&g- up
7/12/2014
38
*o&nitive
%ro#ess
*ate&ory
A#tion Verbs
Eor0 *ourse ,earnin&
(ut#o$es 1*,(s3
Eor Se#i+i# ,earnin& (ut#o$es 1S,(s3

"reate
"reate
Forulate
6&'e
,ntegrate
,nterpret
Propo(e
5r&te
"ategor&Ae
"ob&ne
"op&le
"opo(e
"onclu*e
"reate
@er&'e
@e(&gn
@e'&(e
$(t&ate
$'aluate
$;pla&n
Forulate
6eneral&Ae
6enerate
<ypot-e(&Ae
Pre*&ct
Pro*uce
9earrange
9ecob&ne
9econ(truct
9elate
9eorgan&Ae
9e(tructure
,ag&ne
,nfer
,ntegrate
,n'ent
)o*&fy
7rgan&Ae
Plan
9etell
9e'&(e
9e.r&te
9ole4play
S&pl&fy
Synt-e(&Ae
Sy(teat&Ae
Suar&Ae
#ell
>ary
5r&te