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Evaluating Level Question by Ain, Ling Ning, Wen Thing, Suhada & Izzati Masturah
1. Why did the ghost train stop to pick Claire up?
2. Where do you think the ghost train is heading to?

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Cognitive levels of assessment - part 2
(Shawinie, zaty, syafiqah)

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Using Bloom's Revised Taxonomy in Assessment

These levels can be helpful in developing learning outcomes because certain verbs are particularly appropriate at each level and not appropriate at other levels (though some verbs are useful at multiple levels). A student might list presidents or proteins or participles to demonstrate that they remember something they learned, but generating a list does not demonstrate (for example) that the student is capable of evaluating the contribution of multiple presidents to American politics or explaining protein folding or distinguishing between active and passive participles.

Remember

Definition: retrieve, recall, or recognize relevant knowledge from long-term memory (e.g., recall dates of important events in U.S. history, remember the components of a bacterial cell). Appropriate learning outcome verbs for this level include: cite, define, describe, identify, label, list, match, name, outline, quote, recall, report, reproduce, retrieve, show, state, tabulate, and tell.

Understand

Definition: demonstrate comprehension through one or more forms of explanation (e.g., classify a mental illness, compare ritual practices in two different religions). Appropriate learning outcome verbs for this level include: abstract, arrange, articulate, associate, categorize, clarify, classify, compare, compute, conclude, contrast, defend, diagram, differentiate, discuss, distinguish, estimate, exemplify, explain, extend, extrapolate, generalize, give examples of, illustrate, infer, interpolate, interpret, match, outline, paraphrase, predict, rearrange, reorder, rephrase, represent, restate, summarize, transform, and translate.

Apply

Definition: use information or a skill in a new situation (e.g., use Newton's second law to solve a problem for which it is appropriate, carry out a multivariate statistical analysis using a data set not previously encountered). Appropriate learning outcome verbs for this level include: apply, calculate, carry out, classify, complete, compute, demonstrate, dramatize, employ, examine, execute, experiment, generalize, illustrate, implement, infer, interpret, manipulate, modify, operate, organize, outline, predict, solve, transfer, translate, and use.

Analyze

Definition: break material into its constituent parts and determine how the parts relate to one another and/or to an overall structure or purpose (e.g., analyze the relationship between different flora and fauna in an ecological setting; analyze the relationship between different characters in a play; analyze the relationship between different institutions in a society). Appropriate learning outcome verbs for this level include: analyze, arrange, break down, categorize, classify, compare, connect, contrast, deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide, explain, identify, integrate, inventory, order, organize, relate, separate, and structure.

Evaluate

Definition: make judgments based on criteria and standards (e.g., detect inconsistencies or fallacies within a process or product, determine whether a scientist's conclusions follow from observed data, judge which of two methods is the way to solve a given problem, determine the quality of a product based on disciplinary criteria). Appropriate learning outcome verbs for this level include: appraise, apprise, argue, assess, compare, conclude, consider, contrast, convince, criticize, critique, decide, determine, discriminate, evaluate, grade, judge, justify, measure, rank, rate, recommend, review, score, select, standardize, support, test, and validate.

Create

Definitions: put elements together to form a new coherent or functional whole; reorganize elements into a new pattern or structure (design a new set for a theater production, write a thesis, develop an alternative hypothesis based on criteria, invent a product, compose a piece of music, write a play). Appropriate learning outcome verbs for this level include: arrange, assemble, build, collect, combine, compile, compose, constitute, construct, create, design, develop, devise, formulate, generate, hypothesize, integrate, invent, make, manage, modify, organize, perform, plan, prepare, produce, propose, rearrange, reconstruct, reorganize, revise, rewrite, specify, synthesize, and write.

Source: Anderson, Lorin W., and David R. Krathwohl, eds. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc.

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Bloom’s Revised Taxonomy - Colorado College

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There are six levels of cognitive learning according to the revised version of Bloom’s Taxonomy. Each level is conceptually different. The six levels are remembering, understanding, applying, analyzing, evaluating, and creating.

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Tutorial: Talks and forum on issues concerning Assessment in Malaysia ESL Primary Schools.

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School-Based Assessment
(Syahidah, Chyi, Gabriel & Karen)

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School-Based Assessment
(Syahidah, Chyi, Gabriel & Karen)

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Analysing Questions by Hana, Wani & Shaliza

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Analysing Questions by Hana, Wani & Shaliza

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Reading Text for Cognitive Level Bloom's Revised Taxonomy

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(AMIN, SHALEY, NAS, LOUIS)

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APPLYING QUESTIONS (Zaty, Piqah, Winie, Nani & Qilah)

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APPLYING QUESTIONS (Zaty, Piqah, Winie, Nani & Qilah)

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1. What will you do if you are in the ghost train?
2. Could the situation happen in the real world? Explain.

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https://www.nst.com.my/node/442287/amp
Will scrapping exams make a better education system?
By Hazlina Aziz
20 December 2018

-The abolishment of exam oriented in Malaysia for lower primary level is to focus on the overall Primary School Assessment Report  that include; classroom assessment, physical sports and extracurricular activities assessment as well as psychometric assessment.
- It also aims in restoring the spirit and principles of the School-Based Assessment System (PBS) which was introduced earlier in 2011.
- It is suggested that project based assessment is to replace examination. The tasks will develop pupils' creativity and train them to put forth their full potential. It is also to instill higher order thinking skills and problem solving skills among pupils.
- school assessment is a process of gathering evidence and analysing pupils work. This will be beneficial to teachers and pupils
- Critics against the examination-based system  assessments should be producing students who are able to understand properly the subject matter of their studies rather than memorise them for examination.
- Removing/scrapping exams may not be the answer. We should make sure mix of assessment tasks is most appropriate for students. Examples: class tests, projects & presentations. Also hands-on & fun-learning activity.

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Chyi Nas Gab Idah

1. What did Claire buy at the fair?
2. What happened to the train when Claire fell off the track?

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Article about SBA

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 Cultural and Ethical Issues of Assessment by Ain, Wen Thing & Ling Ning

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 Cultural and Ethical Issues of Assessment by Ain, Wen Thing & Ling Ning

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Cultural and Ethical Issue of Assessment Rubrics and Content

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Cultural and Ethical Issue of Assessment Rubrics and Content

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Cultural and Ethical Issue of Assessment Rubrics and Content

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Exam-oriented Hajar, Wani, Fatin & Izzati Masturah

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Exam-oriented Hajar, Wani, Fatin & Izzati Masturah

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Cognitive levels of assessment - part 1
(Shawinie, zaty, syafiqah)

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Bloom’s Taxonomic Pyramid orders the levels of objectives from the lowest order of cognition (remembering) to the highest (creating).

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Creating level question by Dila, Hajar, Fatin, Sarah, Tracey and Izzati
1. Create another ending or plot twist for the story.
2. What is your theory about the girl?
3. Can you compose a song that reflects about the story?
4. Create a book cover that presents the storyline

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Creating level question by Dila, Hajar, Fatin, Sarah, Tracey and Izzati
1. Create another ending or plot twist for the story.
2. What is your theory about the girl?
3. Can you compose a song that reflects about the story?
4. Create a book cover that presents the storyline

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Learning Made More Meaningful without Exams

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Understanding Level Question by Amin, Raimi, Louis, Alia and Karen

1. Why is Claire brave enough to walk on the train track?

2. Why does Claire took a long time to finish the candy floss?