4 MỨC ĐỘ NHẬN THỨC (THINKING LEVEL) CỦA GS. BOLESLAW NIEMIERKO có ví dụ trắc nghiệm minh họa phù hợp với báo cáo viên hay người đang biên soạn đề kiểm tra có đính kèm dạng câu hỏi của Blooms taxonomy
CÁC MỨC ĐỘ NHẬN THỨC (THINKING LEVEL) CỦA GS BOLESLAW NIEMIERKO BCV: PHAN NGỌC HUY Nhận biết (KNOWLEAGE) - Là nhớ lại liệu, thông tin có trước đây, có nghĩa nhận biết thông tin, tái hiện, ghi nhớ lại (recall) - Đây mức độ, yêu cầu thấp trình độ nhận thức - Có thể cụ thể hoá yêu cầu sau: • Nhận ra, nhớ lại khái niệm, biểu tượng, vật, tượng hay thuật ngữ địa lí đó, • Nhận dạng: hình thể, địa hình, vị trí, • Liệt kê xác định vị trí tương đối, mối quan hệ biết yếu tố, tượng • Các động từ tương ứng với cấp độ biết xác định là: trình bày, nêu, liệt kê, xác định (Động từ câu hỏi: define, list, state, identify, label, name, who? when? where? what?) Ví dụ: The sun rises in the _ A east B south C north D west What is the capital of Vietnam? A Hanoi B Vinh C Hue D Ho Chi Minh City A florist is a person who A sells flowers B makes chemicals C sells meat D decorates houses A _ is used to write A pen B apple C ruler D table Reliability is the same as _ A consistency B relevancy C representativeness D usefulness What is the first step in constructing an achievement test? A Decide on test length B Identify the intended learning outcomes C Prepare a table of specifications D Select the tem types to use Thông hiểu (COMPREHENSION) - Là khả hiểu được, giải thích chứng minh vật tượng địa lí HS có khả diễn đạt kiến thức học theo ý hiểu mình, sử dụng kiến thức kĩ tình quen thuộc - Có thể cụ thể hoá mức độ thông hiểu yêu cầu: • Diễn tả ngôn ngữ cá nhân khái niệm, tính chất vật tượng • Biểu thị, minh hoạ, giải thích ý nghĩa khái niệm, tượng • Lựa chọn, xếp lại thông tin cần thiết để giải vấn đề • Sắp xếp lại ý trả lời theo cấu trúc lôgic • Các động từ tương ứng với cấp độ thông hiểu xác định là: phân tích, giải thích, chứng minh, mô tả, phân biệt, so sánh (Question verbs: Explain, predict, interpret, infer, summarize, convert, translate, give example, account for, paraphrase x?) Ví dụ: The sun rises in the east because A the earth revolves around the sun in a counter-clockwise direction B the tide is down in the morning and up in the evening C the earth is not round like a circle D the sea covers most of the surface What does the sentence “The boy used sign language to talk to his teachers,” infer to? A The boy didn’t like his teacher B The boy is deaf C The boy’s teachers are dumb D The boy paid attention to his teachers’ talk Which of the following is an example of a verbal form of communication? A waving B whistling C catching someone’s eyes D saying “hello” Vận dụng (Vận dụng cấp độ thấp) APPLICATION (LOW LEVEL) - Là khả sử dụng cá c kiến thức học vào hoàn cảnh cụ thể mới:vận dụng nhận biết, hiểu biết thông tin, biết sử dụng phương pháp, nguyên lý hay ý tưởng để giải vấn đề - Có thể cụ thể yêu cầu sau đây: • So sánh phương án giải vấn đề; • Phát lời giải có mâu thuẫn, sai lầm chỉnh sửa được; • Giải tình việc vận dụng khái niệm, biểu tượng, đặc điểm biết • Khái quát hoá, trừu tượng hoá từ tình quen thuộc, tình đơn lẻ sang tình mới, tình phức tạp • Các động từ tương ứng với cấp độ thông hiểu xác định là: minh họa, sử dụng, áp dụng, chứng minh, so sánh (Question verbs: How could x be used to y? How would you show, make use of, modify, demonstrate, solve, or apply x to conditions y?) Ví dụ: If you have $100 bills and you spend $200 on shoes and $100 on books what % of the original amount of money you have left? A 24.5% B 37.5% C 62.5% D 86.5% Write an instruction to install Goldwave software Vận dụng sáng tạo (Vận dụng cấp độ cao) APPLICATION (HIGH LEVEL) - Là khả sử dụng khái niệm bản, kiến thức, kĩ để giải vấn đề chưa học hay chưa trải nghiệm trước (sáng tạo) Vận dụng vấn đề học để giải vấn đề thực tiễn sống - Ở cấp độ bao gồm mức độ: phân tích, tổng hợp, đánh giá (theo bảng phân loại mức độ nhận thức Bloom) • Phân tích: khả nhận biết chi tiết, phát phân biệt phận cấu thành thong tin hay tình • Tổng hợp: khả hợp thành phần để tạo thành tổng thể, vật lớn • Đánh giá: khả phán xét giá trị sử dụng thông tin theo tiêu chí thích hợp - Các hoạt động tương ứng vận dụng sáng tạo là: phân biệt, so sánh, chia nhỏ thành phần, thiết kế, rút kết luận, tạo sản phẩm - Các động từ tương ứng với cấp độ thông hiểu xác định là: giải thích, trình bày mối quan hệ, so sánh Question verbs: Differentiate, compare / contrast, distinguish x from y, how does x affect or relate to y? why? how? What piece of x is missing / needed? Question verbs: Design, construct, develop, formulate, imagine, create, change, write a short story and label the following elements Question verbs: Justify, appraise, evaluate, judge x according to given criteria Which option would be better/preferable to party y? Ví dụ: Compared to laboratory settings, field settings have more validity and less validity A internal, external B construct, content C external, internal D content, construct “Students go to school to learn, not to take tests In addition, tests cannot be used to indicate a student’s absolute level of learning All tests can is rank students in order of achievement, and this relative ranking is influenced by guessing, bluffing, and the subjective opinions of the teacher doing the scoring The teacher-learning process would benefit if we did away with tests and depended on student self-evaluation.” 2.1 Which one of the following unstated assumptions is this teacher making? A Students go to school to learn B Teachers use essay tests primarily C Tests make no contribution to learning D Tests not indicate a student’s absolute level of learning 2.2 Which one of the following types of test is this teacher primarily talking about? A Diagnostic test B Formative test C Pretest D Summative test 2.3 Which one of the following propositions is most essential to the final conclusion? A Effective self-evaluation does not require the use of tests B Tests place students in rank order only C Test scores are influenced by factors other than achievement D Students not go to school to take tests What is your idea after learning unit – volunteer work? Troubleshoot an error that caused problems in a software installation process Judge the sentence in italics according to the criteria given below: “The United States took part in the Gulf War against Iraq BECAUSE of the lack of civil liberties imposed on the Kurds by Saddam Hussein’s regime.” A The assertion and the reason are both correct, and the reason is valid B The assertion and the reason are both correct, but the reason is invalid C The assertion is correct but the reason is incorrect D The assertion is incorrect but the reason is correct E Both the assertion and the reason are incorrect Bloom (1956) has provided us with his taxonomy to assist us to compose questions on different levels of thinking This taxonomy ranges from lower to higher levels of cognitive thinking These levels are (I will shortly provide more detail of each level): (1) Knowledge (2) Comprehension (3) Application (4) Analysis (5) Synthesis (6) Evaluation EXAMPLES OF QUESTIONS IN THE TAXONOMY Dalton and Smith[1] (1986) provide us with the following examples: KNOWLEDGE USEFUL VERBS · · · · · · · · · SAMPLE QUESTIONS · · · · · Tell List Describe Relate Locate Write Find State Name · · · · · What happened after ? How many ? Who was it that ? Can you name the ? Describe what happened at ? Who spoke to ? Can you tell why ? Find the meaning of ? What is ? Which is true or false ? POTENTIAL ACTIVITIES AND PRODUCTS · · · · Make a list of the main events Make a timeline of events Make a facts chart Write a list of any pieces of information you can remember · List all the in the story/article/reading piece · Make a chart showing COMPREHENSION USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS · · · · · · · · · · · · Explain Interpret Outline Discuss Distinguish Predict Restate Translate Compare Describe · · · · · · · · Can you write in your own words ? Can you write a brief outline ? What you think could of happened next ? Who you think ? What was the main idea ? Who was the key character ? Can you distinguish between ? What differences exist between ? Can you provide an · · · · · · Cut out or draw pictures to show a particular event Illustrate what you think the main idea was Make a cartoon strip showing the sequence of events Write and perform a play based on the story Retell the story in your words Paint a picture of some aspect you like Write a summary report of an event Prepare a flow chart to illustrate the sequence of events example of what you mean ? · Can you provide a definition for ? · Make a colouring book APPLICATION USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS · · · · · · · · · · Solve Show Use Illustrate Construct Complete Examine Classify · · · · · · Do you know another instance where ? Could this have happened in ? Can you group by characteristics such as ? What factors would you change if ? Can you apply the method used to some experience of your own ? What questions would you ask of ? From the information given, can you develop a set of instructions about ? Would this information be useful if you had a ? · · · · · · · Construct a model to demonstrate how it will work Make a scrapbook about the areas of study Take a collection of photographs to demonstrate a particular point Make up a puzzle game suing the ideas from the study area Make a clay model of an item in the material Design a market strategy for your product using a known strategy as a model Paint a mural using the same materials Write a textbook about for others ANALYSIS USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS · · · · · · · · · · · · · Analyse Distinguish Examine Compare Contrast Investigate Categorise Identify Explain Separate Advertise · · · · · · · Which events could have happened ? I happened, what might the ending have been? How was this similar to ? What was the underlying theme of ? What you see as other possible outcomes? Why did changes occur? Can you compare your with that presented in ? Can you explain what must · · · · · Design a questionnaire to gather information Write a commercial to sell a new product Conduct an investigation to produce information to support a view Make a flow chart to show the critical stages Construct a graph to illustrate selected information Make a family tree showing relationships · · · · · · have happened when ? How is similar to ? What are some of the problems of ? Can you distinguish between ? What were some of the motives behind ? What was the turning point in the game? What was the problem with ? · · · · · · Put on a play about the study area Write a biography of the study person Prepare a report about the area of study Arrange a party Make all the arrangements and record the steps needed Review a work of art in terms of form, colour and texture Review a film SYNTHESIS USEFUL VERBS SAMPLE QUESTIONS · · · · · · · · · · · · · Create Invent Compose Predict Plan Construct Design Imagine Propose Devise Formulate · · · · · · · · · Can you design a to ? Why not compose a song about ? Can you see a possible solution to ? If you had access to all resources how would you deal with ? Why don't you devise your own way to deal with ? What would happen if ? How many ways can you ? Can you create new and unusual uses for ? Can you write a new recipe for a tasty dish? Can you develop a proposal which would POTENTIAL ACTIVITIES AND PRODUCTS · · · · · · · · · · Invent a machine to a specific task Design a building to house your study Create a new product Give it a name and plan a marketing campaign Write about your feelings in relation to Write a TV show, play, puppet show, role play, song or pantomime about ? Design a record, book, or magazine cover for ? Make up a new language code and write material suing it Sell an idea Devise a way to Compose a rhythm or put new words to a known melody EVALUATION USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS · · · · · Judge Select Choose Is there a better solution to · Judge the value of Prepare a list of criteria to judge a show Indicate priority and ratings · · · · · · · · · · · Decide Justify Debate Verify Argue Recommend Assess Discuss Rate Prioritise Determine · · · · · · · · · Can you defend your position about ? Do you think is a good or a bad thing? How would you have handled ? What changes to would you recommend? Do you believe? Are you a person? How would you feel if ? How effective are ? What you think about ? · · · · · · Conduct a debate about an issue of special interest Make a booklet about rules you see as important Convince others Form a panel to discuss views, e.g "Learning at School." Write a letter to advising on changes needed at Write a report Prepare a case to present your view about ... saying “hello” Vận dụng (Vận dụng cấp độ thấp) APPLICATION (LOW LEVEL) - Là khả sử dụng cá c kiến thức học vào hoàn cảnh cụ thể mới:vận dụng nhận biết, hiểu biết thông tin, biết sử dụng phương pháp,... hay chưa trải nghiệm trước (sáng tạo) Vận dụng vấn đề học để giải vấn đề thực tiễn sống - Ở cấp độ bao gồm mức độ: phân tích, tổng hợp, đánh giá (theo bảng phân loại mức độ nhận thức Bloom) •... left? A 24. 5% B 37.5% C 62.5% D 86.5% Write an instruction to install Goldwave software Vận dụng sáng tạo (Vận dụng cấp độ cao) APPLICATION (HIGH LEVEL) - Là khả sử dụng khái niệm bản, kiến thức,