Tiering Assessments With Bloom’s Taxonomy

If you want to hear more ‘I get it’ and less ‘we’ve never studied this before’ exclamations from your students, this article will provide instructions on how. The author shows ways to inclu... See More

If you want to hear more ‘I get it’ and less ‘we’ve never studied this before’ exclamations from your students, this article will provide instructions on how. The author shows ways to include questions in assessments that will help teachers determine where and when student understanding breaks down. Students come to the classroom at different places in their mastery of cognitive activities. In order to determine why they aren’t getting the more complex concepts, this teacher divided the cognitive objectives into subdivisions from simplest to more complex. That way she could pinpoint where the students started to have their individual problems. The article provides a helpful chart to show how quiz questions should change to reflect the quiz/test deconstruction. As a result of the text/quiz deconstruction, teachers are better able to plan for individual students’ instructional needs.

Simple Question Analysis Helps You Differentiate

How often do your students do poorly on an assessment despite having taught the material? Are your questions asking too much of students? Do you know where the breakdown of knowledge occurs?... See More

How often do your students do poorly on an assessment despite having taught the material? Are your questions asking too much of students? Do you know where the breakdown of knowledge occurs? Using a simple deconstruction method you can teach students to answer higher level questions while at the same time visualizing the specific point where students struggle. This simple approach allows you to differentiate instruction to meet the needs of all learners and to develop more confident learners.