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Bengkel pembinaan item soalan unit biologi 2014
Tor Siong Hoon Unit Biologi KMPh
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The Original Bloom’s Taxonomy The Original “Bloom’s Taxonomy
Evaluation Synthesis Analysis Application Comprehension Knowledge The Original Bloom’s Taxonomy The Original “Bloom’s Taxonomy The Original “Bloom’s Taxonomy
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The Revision Began in November 1996 Led by David Krathwohl
Involved cognitive psychologists, curriculum theorists, teacher educators, and measurement and assessment specialists. Group met twice a year for four years. Draft completed in 2000; text published in 2001. Two books – soft cover for teachers and other “practitioners” and hard cover for academicians.
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Bloom's Original taxonomy VS Bloom's Revised Taxonomy
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Why Revise? Before we can understand a concept we have to remember it
Before we can apply the concept we must understand it Before we analyse it we must be able to apply it Before we can evaluate its impact we must have analysed it Before we can create we must have remembered, understood, applied, analysed, and evaluated
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Verbs to use
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Lower Order Thinking Skills (LOTS)
Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing, devising, making
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The Cognitive Dimension Is The Alignment For Standards & Assessment
The RBT Verbs Say: A major difference between the 2006and 2010 standards is the presence of only one verb. Only 25 verbs will be used in the revised Essential Standards. This will greatly enhance the likeliness of alignment. 6 verbs serve as Categories and the remaining 19 serve as cognitive processes that may be classified in the 6 categories. Other verbs will be incorporated into the standards at the instruction level during differentiation.
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Each of the six cognitive process categories was divided into specific cognitive processes. Nineteen (19) specific cognitive processes were identified.
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THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing
Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing
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Four Types of Knowledge
Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge
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THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION DIMENSION KNOWLEDGE
1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing FACTUAL KNOWLEDGE CONCEPTUAL KNOWLEDGE PROCEDURAL KNOWLEDGE METACOGNITIVE KNOWLEDGE
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Filling in the cells of RBT Taxonomy Table
Shorthand notation For example, A1 is Remember Factual Knowledge and C3 is Apply Procedural Knowledge.
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B. Conceptual Knowledge
THE TAXONOMY TABLE 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing A. Factual Knowledge A1 A2 A3 A4 A5 A6 B. Conceptual Knowledge B1 B2 B3 B4 B5 B6 We can use shorthand notation to refer to the cells. For example, A1 is Remember Factual Knowledge and C3 is Apply Procedural Knowledge. C. Procedural Knowledge C1 C2 C3 C4 C5 C6 D. Metacognitive Knowledge D1 D2 D3 D4 D5 D6
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Contoh Jadual Penentu Ujian
Format Soalan
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Contoh Soalan & Cadangan Jawapan
UPS Sem 2 Sesi 2013/14 PSPM Sem 2 Sesi 2013/14
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