prepares a plan and a focus on issues and ideas in their respective field

1. TEACHER INDUCTION TOPICS
TEST CONSTRUCTION
TOS
ITEM ANALYSIS
IDENTIFYING STUDENTS’ PROFICIENCY
LEVEL

2. REVISED BLOOM’S TAXONOMY

3. Table 1. The Cognitive Process Dimension –
categories, cognitive processes (and alternative
names)
Remember
recognizing (identifying)
recalling (retrieving)
1. He is the author of the selection “The Last Leaf”.

4. Understand
interpreting (clarifying, paraphrasing, representing,
translating)
exemplifying (illustrating, instantiating)
classifying (categorizing, subsuming)
summarizing (abstracting, generalizing)
inferring (concluding, extrapolating, interpolating,
predicting)
comparing (contrasting, mapping, matching)
explaining (constructing models)
1. Icarus designed his own wings.

5. Apply
executing (carrying out)
implementing (using)
1. You ____ stop making noise at night.

6. Analyze
differentiating (discriminating, distinguishing,
focusing, selecting)
organizing (finding, coherence, integrating, outlining,
parsing, structuring)
attributing (deconstructing)
1. What reason could you provide to the journey of
Orpheus to the underworld ?
 a. so that he too will die c. to attempt to bring Eurydice back to life
b. to see the dead d. to replace his wife

7. Evaluate
checking (coordinating, detecting, monitoring,
testing)
critiquing (judging)
1. What is the moral of the myth of Arachne?
 a. beauty is in the eye of the beholder
 b. no matter how skilled people are, they are never a match
 for the gods
 c. idleness is the biggest enemy of human beings
 d. cleanliness is next to Godliness


8. Create
generating (hypothesizing)
planning (designing)
producing (construct)
1. . Arrange the jumbled words from the selection
“How Odin Lost his Eye”.
 1. great sacrifice 2. a drink 3. the price of 4. must be a
 a. 3241 b. 1234 c. 4231 d. 2413

9.  The Cognitive Process Dimension
 Remember
 Retrieve relevant knowledge from long-term memory.
 Remember + Factual
 List primary and secondary colors.
 Remember + Conceptual
 Recognize symptoms of exhaustion.
 Remember + Procedural
 Recall how to perform CPR.
 Remember + Metacognitive
 Identify strategies for retaining information.

10. The Cognitive Process Dimension
Understand
Construct meaning from instructional messages,
including oral, written and graphic communication.
Understand + Factual
Summarize features of a new product.
Understand + Conceptual
Classify adhesives by toxicity.
Understand + Procedural
Clarify assembly instructions.

11.  The Cognitive Process Dimension
 Apply
 Carry out or use a procedure in a given situation.
 Apply + Factual
 Respond to frequently asked questions.
 Apply + Conceptual
 Provide advice to novices.
 Apply + Procedural
 Carry out pH tests of water samples.
 Apply + Metacognitive
 Use techniques that match one's strengths.

12.  The Cognitive Process Dimension
 Analyze
 Break material into foundational parts and determine how parts
relate to one another and the overall structure or purpose
 Analyze + Factual
 Select the most complete list of activities.
 Analyze + Conceptual
 Differentiate high and low culture.
 Analyze + Procedural
 Integrate compliance with regulations.
 Analyze + Metacognitive
 Deconstruct one's biases.

13.  The Cognitive Process Dimension
 Evaluate
 Make judgments based on criteria and standards.
 Evaluate + Factual
 Check for consistency among sources.
 Evaluate + Conceptual
 Determine relevance of results.
 Evaluate + Procedural
 Judge efficiency of sampling techniques.
 Evaluate + Metacognitive
 Reflect on one's progress.

14.  The Cognitive Process Dimension
 Create
 Put elements together to form a coherent whole;
reorganize into a new pattern or structure.
 Create + Factual
 Generate a log of daily activities.
 Create + Conceptual
 Assemble a team of experts.
 Create + Procedural
 Design efficient project workflow.
 Create + Metacognitive

16.  COGNITIVE
 - lower level
 -how we think and process information
 METACOGNITIVE
 -how well we understand and can control these processes.
 - higher level