Order Thinking

Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN: 9781133936794.

Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN: 9781133936794.

Criteria Ratings Points

Content 88 to >80 pts

Advanced

Superbly includes assignment parameters with adequate support from class content.

80 to >73 pts

Proficient

Adequately includes assignment parameters with adequate support from class content.

73 to >66 pts

Developing

Includes most assignment parameters with some support from class content. Depth of content is marginal at the doctoral level of study.

66 to >0 pts

Below Expectations

Assignment demonstrated deficits at the doctoral level of study.

0 pts

Not Present

88 pts

Writing, Formatting, and Citation

37 to >33 pts

Advanced

Student writing is exceptionally clear, persuasive and error free. Ideas are fully supported and correctly cited using current APA formatting.

33 to >30 pts

Proficient

Ideas are adequately presented; sentences are correctly constructed, and paragraphs are organized consistently with doctoral level writing. Writing is largely free of grammar, punctuation, and other writing errors. Contains any appropriate citations and APA formatting.

30 to >27 pts

Developing

Student’s writing deviates from the requirements in the “proficient” column in several ways.

27 to >0 pts

Below Expectations

Student’s writing deviates from the requirements in the “proficient” column in numerous ways.

0 pts

Not Present

37 pts

Total Points: 125

Higher Order Thinking Skills Grading Rubric | EDCO725_D02_202530

BLOOM'S TAXONOMY

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

BLOOM'S TAXONOMY: Sample Questions As teachers we tend to ask questions in the "knowledge" catagory 80% to 90% of the time. These

questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require much more "brain power" and a more extensive and elaborate answer. Below are the six

question categories as defined by Bloom.

• KNOWLEDGE o remembering; o memorizing; o recognizing; o recalling identification and o recall of information

 Who, what, when, where, how ...?  Describe

• COMPREHENSION o interpreting; o translating from one medium to another; o describing in one's own words; o organization and selection of facts and ideas

 Retell... • APPLICATION

o problem solving; o applying information to produce some result; o use of facts, rules and principles

 How is...an example of...?  How is...related to...?  Why is...significant?

• ANALYSIS o subdividing something to show how it is put together; o finding the underlying structure of a communication; o identifying motives; o separation of a whole into component parts

 What are the parts or features of...?  Classify...according to...  Outline/diagram...  How does...compare/contrast with...?  What evidence can you list for...?

• SYNTHESIS o creating a unique, original product that may be in verbal form or a physical object; o combination of ideas to form a new whole

 What would you predict/infer from...?  What ideas can you add to...?  How would you create/design a new...?  What might happen if you combined...?  What solutions would you suggest for...?

• EVALUATION o making value decisions about issues; o resolving controversies or differences of opinion; o development of opinions, judgements or decisions

 Do you agree...?  What do you think about...?  What is the most important...?  Place the following in order of priority...  How would you decide about...?  What criteria would you use to assess...?

For further Web-based information on Bloom's taxonomy:

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

Revised Bloom’s Taxonomy

Table1. Bloom's Taxonomy The Cognitive Process Dimension

The Knowledge Dimension Remember Understand Apply Analyze Evaluate Create

Factual Knowledge List Summarize Classify Order Rank Combine Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize

Higher Order Thinking Skills Question Templates

Recall

Note: Any question becomes a recall question if the answer has already been explicitly provided to the student in class or in the text.

When did ________ take place?

List the ________ .

Define the term ________.

What is a ________?

Who did ________?

Name ________.

Analysis

How does ________ work?

Sort these ________ .

Use the table to determine ________ .

Use the graph to determine ________ .

Graph ________ .

What caused ________ ?

What is another possible cause of ________ ?

Outline the ________ .

Based on the written description, draw a diagram.

Draw your own map of ________ without tracing or copying.

Use the map to determine ________ .

In what sequence did ________ happen?

Break ________ down into its component parts.

Give an example of ________ .

What literary form is being used?

What technique is being used?

What information is needed?

Is the information relevant?

Into what groups can you organize these?

Draw a picture that illustrates what's described in the story ________ .

What does ________ symbolize?

Find examples of [a literary device] in your readings.

Analyze the ________ in ________ .

Classify these ________ according to ________ .

Separate the ________ from the ________ .

Translate ________ .

Analyze how ________ .

Explain how ________ works.

What was the author's point of view?

How did the author convey ________ ?

What words does the author use to paint an image of ________ in your mind?

How were ________ used to ________ ?

What kind of a ________ is this?

Which one doesn't belong in this group?

What is the function of ________ ?

What is the purpose of ________ ?

What is the relationship between ________ and ________ ?

What is the pattern?

Use manipulatives to illustrate a concept.

Build a model of ________ .

Measure ________ .

Comparison

How is ________ like ________ ?

How are ________ and ________ different?

Compare the ________ before and after ________ .

Compare the character ________ at the beginning of the story and at the end.

Distinguish between ________ and ________ .

Compare ________ with ________ .

On what dimensions might you compare ________ and ________ ?

Which one is the biggest/oldest/tallest?

Inference

Hypothesize what will happen if ________ .

Predict what will happen if ________ .

Apply the rule to ________ .

Solve the problem ________ .

Predict how the story ________ will end.

What is the main idea of the story ________ ?

What is the overall theme of ________ ?

What is the moral of the story?

Develop of plan to ________ .

Propose and describe an invention that fills some need.

Write a research paper on ________ .

Based on your readings, what can you conclude about ________ ?

What was the author's point of view?

Solve a logic puzzle.

What if ________ ?

What rule applies here?

What generalization can you make from this information?

Create a ________ .

Design a ________ .

Propose a solution to the problem of _______ .

Evaluation

Was ________ worth the costs? Explain your answer.

Was the argument convincing? What makes you think so?

Did ________ behave appropriately? Why?

What would you have done in this situation? Why?

Write a critique of ________ .

Was this experiment well designed? Defend your answer.

Judge which is the best solution to the problem of ________ ? Why do you think so?

How well are the conclusions supported by the data/ facts/evidence? Explain.

Did ________ choose a wise course of action? Give reasons.

Apply a scoring rubric to this piece of work. Explain why you are assigning each score.

What would you have done in this situation? Why?

Review a book, performance, or exhibit. Justify your evaluation.

Which ________ is the best? Why do you think so?

Whose arguments/evidence was more convincing? Why?

If you were the judge, what would your decision be? Why?

Give and justify your opinion on ________ .