Creating Lesson Plans: Assessments
Module 4: Assessments
By the end of this module you should be able to:
- match levels of Bloom’s Revised Taxonomy to assessment tools
- utilize Bloom’s Revised Taxonomy to create a series of assessment items
- create an assessment which addresses the appropriate level of Blooms as outlined in the lesson objectives from Module 2: Goals and Objectives
As teachers planning lessons, we begin with the overall goal or objective in mind. In other words, we begin with the end in mind. What do I want my students to be able to do at the end of the lesson? What is the task? The ensuing activities helps us as teachers to explain or convey to the students information needed to accomplish the task. At least we hope or think it will! But how do we know for certain that our activities within our carefully designed lesson truly meet the learning goals and objectives? We create an assessment.
Assessment is the one portion of a lesson that is often overlooked or given a hasty glance. It usually comes at the end of the lesson, the kids are tired, you’re exhausted, possibly the time is running out, you have to move on, the class has really been busy, their projects look nice… surely they learned from all this, right?
Lets stop and take a look at objectives and Bloom’s verbs. The verbs in Bloom’s Taxonomy can be a guiding light in an all too murky water. Consider this objective, “Describe the steps in the scientific process”. The verb “describe” falls within the knowledge and comprehension levels of Blooms. An appropriate assessment might be to create a quiz which asks the student to choose the steps of the process from a list of multiple choice answers. However, if you asked the student to “use the steps of the scientific process to analyze the experiment” you have advanced the assessment far past the objective verb of “describe’. This is assessing if the student can apply the steps of the process and not merely describe them.
- Find or Remember Information
- Objectives: Identify common terms, List facts, Describe basic concepts
- Verbs: describe, list, find, identify, locate, name, memorize, define
- Understanding and Making sense out of information.
- Objectives: Summarize facts and principles, infer verbal material, interpret charts and graphs, Explain verbal material to mathematical formulae
- Verbs: interpret, interpret, infer, summarize, paraphrase, discuss
- Use information in a new (but similar) situation
- Objectives: solve mathematical problems, make graphs and charts, use the correct method or procedure, apply concepts to new situations
- Verbs: use, diagram, make a chart, draw, apply, solve, calculate
- Take info apart and explore relationships
- Objectives: analyze the organizational structure of a work, evaluate relevancy of data,, examine logical fallacies in reasoning,
- Verbs: categorize, examine, compare/ contrast, organize
- Critically examine info and make judgments
- Objectives: to be able to judge the value of something based on specific criteria
- Verbs: justify, appraise, evaluate, judge x according to given criteria
- Use information to create something new
- Objectives: compose a speech, propose a plan for an experiment, adapt learning from different areas into a plan for solving a problem, formulate a new scheme for classifying objects or events or ideas
- Verbs: design, construct, develop, formulate, imagine create, change, write a short story and label the following elements
Review this resource outlining assessment questions aligned with Bloom’s Taxonomy: http://712educators.about.com/od/Blooms-Taxonomy/tp/Blooms-Taxonomy-Questions.htm
Creating an assessment which aligns with the objectives can be a slippery slope but it is a worthy endeavor and a detail which must be attended to. There are many tools out there that can help with assessment. Many of them you already use and can be adapted into your technology plans.
Rubrics and checklists are great examples of tools to use when using technology.
A rubric allows you the teacher to specify required elements of the project and to define the degree of quality. Rubrics help the student not only know what is required but allows them to self assess the level of quality at which they met the requirement.
My project has 5 paragraphs.
The project does not have the required number of paragraphs.
The project has 5 paragraphs but each paragraph does not include all required elements: introductory sentence, detail sentences, closing sentence.
The project has 5 paragraphs. Each paragraph includes most of the required elements: introductory sentence, detail sentences, closing sentence.
The project has 5 paragraphs and includes all required elements: introductory sentence, detail sentences, closing sentence.
Checklists again allow you as the teacher to specify required elements within the project which must be met by the student. However, there is no criteria for level of quality.
For example: 5 paragraphs in length, beginning, middle end, two images, etc.
My project contains:
The following links offer options and examples for creating assessment: