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Taxonomy Verb List Knowledge
Recall the basic facts.
The simple level of thinking: tell, list, show, find, label, say,
recite, check, locate, choose, select, name, identify, read, write,
match, cite, count, define, draw, indicate, name, point, quote,
recognize, record, relate, repeat, state, tabulate, and trace
Comprehension
Understanding the idea is the key :translate, retell, define, interpret,
outline, expand, reward, qualify, alter, change, spell-out, account
for, associate, classify compare, compute, contrast, describe, differentiate,
discuss, distinguish, explain, estimate, express, locate, interpolate,
predict, report, and restate
Application
Using facts to find solutions to problems: solve, adopt, use, try,
relate, illustrate, diagram, construct, employ, report, interview,
record, apply, calculate, complete, demonstrate, dramatize, employ,
examine, illustrate, interpret, locate, interpolate, operate, order,
predict, practice, relate, report, restate, review, schedule, sketch,
solve, translate and utilize
Analysis
Examining parts in relationship to the whole: breakdown, uncover,
look in to, dissect, examine, take apart, classify, simplify, inspect,
categorize compare, contrast, analyze, appraise, contract, criticize,
debate, detect, diagram, differentiate, distinguish, experiment,
infer, inspect, inventory, question, separate and summarize
Synthesis
Creating new or original ideas for products: invent, compose, combine,
reorganize, develop, blend, form, originate, reorder, produce, design,
predict, arrange, assemble, collect, construct, create, generalize,
integrate, manage, organize, plan, prepare, prescribe, propose and
specify
Evaluation
Judging the value of ideas or products: translate, debate, evaluate,
grade, select, reject, determine, judge, criticize, recommend, rank,
editorialize, appraise, assess, choose, critique, estimate, measure,
rank, rate, revise, score, and test
Verb List for Specific Subjects
Art Drama Mathematics Lab Sciences
assemble, blend, brush, build, carve, color, construct, cut, dab,
dot, draw, drill, fold, form, frame, hammer, handle, heat, illustrate,
melt, mix, mold, nail, paint, paste, pat, pour, press, rill, rub,
sand, saw, sculpt, shake, sketch, smooth, stamp, stick, stir, trace
trim varnish, wipe and wrap act, clasp, cross, display, emit, enter,
express, leave, move, pantomime, pass, perform, proceed, respond,
sit, start and turn add, bisect, calculate, check, compute, count,
derive, divide, estimate, extrapolate, extract, graph, group, integrate,
interpolate, measure, multiply, number, plot, prove, reduce, solve,
square, subtract, tabulate and tally apply, calibrate, conduct,
connect, convert, decrease, demonstrate, dissect, feed, grow, increase,
insert, keep, lengthen, limit, manipulate, operate, plant, prepare,
remove, replace, report, reset, set, specify, straighten, time,
transfer, and weigh
General Appearance, Health and Safety Language
General Discriminative Social button, clean, clear, close, comb,
cover, dress, drink, eat, eliminate, empty, fasten, fill, go, lace,
stop, taste, tie, unbutton, uncover, untie, unzip, wait, wash, wear,
and zip abbreviate, accent, alphabetize, articulate, call, edit,
hyphenate, indent, outline, print, punctuate, read, recite, say,
sign, speak, spell, state, summarize, syllabify, tell, translate,
verbalize, whisper, and write choose, collect, define, describe,
detect, differentiate, discriminate, distinguish, identify, indicate,
isolate, list, match, omit, order, pick, place, point, select, and
separate accept, agree, aid, allow, answer, argue, communicate,
compliment, contribute, cooperate, dance, disagree, discuss, excuse,
forgive, greet, help, interact, invite, join, laugh, meet, participate,
permit, praise, react, smile, talk, thank, and volunteer
"Study" Behaviors
Physical arrange, categorize, chart, cite, circle, compile, copy,
diagram, find, follow, itemize, label, locate, look, map, mark,
name, note, organize, quote, record, reproduce, search, sort and
underline blow, bow, clap, compose, finger, harmonize, hum, mute,
play, pluck, practice, sing, strum, tap, and whistle arch, bat,
bend, carry, catch, chase, climb, face, float, and grab
Authentic Assessment Overview
By Pearson Education Development Group
How well do multiple-choice tests really evaluate student understanding
and achievement? Many educators believe that there is a more effective
assessment alternative. These teachers use testing strategies that
do not focus entirely on recalling facts. Instead, they ask students
to demonstrate skills and concepts they have learned. This strategy
is called authentic assessment. How can you encourage students to
apply their knowledge and skills to real-world tasks?
What is authentic assessment?
Authentic assessment aims to evaluate students' abilities in 'real-world'
contexts. In other words, students learn how to apply their skills
to authentic tasks and projects. Authentic assessment does not encourage
rote learning and passive test-taking. Instead, it focuses on students'
analytical skills; ability to integrate what they learn; creativity;
ability to work collaboratively; and written and oral expression
skills. It values the learning process as much as the finished product.
In authentic assessment, students:
do science experiments
conduct social-science research
write stories and reports
read and interpret literature
solve math problems that have real-world applications
Why might I use authentic assessment methods in my classroom?
Many teachers are dissatisfied with only using traditional testing
methods. They believe these methods do not test many skills and
abilities students need to be successful. These educators assert
that students must be prepared to do more than memorize information
and use algorithms to solve simple problems. They believe students
should practice higher-order thinking skills, and criticize tests
they feel do not measure these skills.
How can I use authentic
assessment in my classroom?
Authentic assessment utilizes performance samples – learning
activities that encourage students to use higher-order thinking
skills.
There are five major types of performance samples:
1. Performance Assessment
Performance assessments test students' ability to use skills in
a variety of authentic contexts. They frequently require students
to work collaboratively and to apply skills and concepts to solve
complex problems. Short- and long-term tasks include such activities
as: writing, revising, and presenting a report to the class conducting
a week-long science experiment and analyzing the results working
with a team to prepare a position in a classroom debate
2. Short Investigations
Many teachers use short investigations to assess how well students
have mastered basic concepts and skills. Most short investigations
begin with a stimulus, like a math problem, political cartoon, map,
or excerpt from a primary source. The teacher may ask students to
interpret, describe, calculate, explain, or predict. These investigations
may use enhanced multiple-choice questions. Or they may use concept
mapping, a technique that assesses how well students understand
relationships among concepts. (Concept map printable)
3. Open-Response Questions
Open-response questions, like short investigations, present
students with a stimulus and ask them to respond. Responses include:
a brief written or oral answer a mathematical solution a drawing
a diagram, chart, or graph
4. Portfolios
A portfolio documents learning over time. This long-term perspective
accounts for student improvement and teaches students the value
of self-assessment, editing, and revision.
A student portfolio can include:
journal entries and reflective writing
peer reviews
artwork, diagrams, charts, and graphs
group reports student notes and outlines
rough drafts and polished writing
5. Self-Assessment
Self-assessment requires students to evaluate their own participation,
process, and products. Evaluative questions are the basic tools
of self-assessment.
Students give written or oral responses to questions like:
What was the most difficult part of this project for you?
What do you think you should do next?
If you could do this task again, what would you do differently?
What did you learn from this project?
Many teachers find that authentic assessment is most successful
when students know what teachers expect. For this reason, teachers
should always clearly define standards and expectations. Educators
often use rubrics, or established sets of criteria, to assess student
work. Because authentic assessment emphasizes process and performance,
it encourages students to practice critical-thinking skills and
to get excited about the things they are learning. Try it in your
classroom!
http://www.teachervision.com/lesson-plans/lesson-4911.html
OTHER AUTHENTIC ASSESSMENT RESOURCES
http://www.teachervision.com/lesson-plans/lesson-4929.html
Here is a website that explains a Rubric and how
it works and gives some good examples
http://www.middleweb.com/rubricsHG.html
You can learn a lot from students responses to
these questions:
What did you learn in this class this year?
What was the best thing that we did?
What was the thing you disliked the most?
What was easiest for you?
What was the most difficult thing (for you) that we did?
What will you always remember about this class?
What would you want to do more of?
What would you change?
What would you add to this class?
What advice would you give to next year's students?
For some assignments or activities give a zero or
100% grade.
If the student completes the assignment and it is neat and follows
the directions, assign full credit.
If the student fails to complete the assignment, assign a zero.
Review the assignment in class so that the students get feedback
on the assignment; otherwise the assignment had little value in
the first place and probably shouldn't have been assigned at all.
Learning how to memorize!!
Memorize a poem.
Discuss the importance of breaking a big job into small parts (Henry
Ford revolutionized industry by instituting the assembly line in
the production of automobiles).
The brain remembers the first and last part best.
Divide the poem into 3 parts. Study lines 1,2,3,4.
Link those to the next set by studying lines 4,5,6,7.
Next study lines 1-7.
Last study lines 7,8,9,10.
Then study lines 1-10.
Use these steps in studying.
1.Read it to yourself.
2.Say it to yourself.
3.Close your eyes and say it.
4.Write it.
5.Say it to a neighbor.
Have students work as partners. When learned, have students say
the poem together in choral reading. Then let them stand at their
desk and say the poem to the class.
Students often do not understand what is needed
to achieve a grade of an A.
Show them.
*Display several papers from the previous years or cut off names
of the current students' papers.
*Have papers that earned an A/B/C/F.
*Have a specific list of points telling why the paper received that
grade.
*As you assign projects have the students write what grade they
think they should get and list 3 specific points to justify that
grade.
Students don't know how or what to study.
Every day review the important points of the lesson. At first,
you choose the points. Then have students begin to make the choices.
Give a quiz immediately after reviewing. Give the same quiz the
next day before beginning the new lesson. Use a variety of quiz
styles.
Use Color to emphasize and to organize concepts
Have colored chalk. Have students use colored markers. They are
brighter than colored pencils.
Find other ways to ask Why?
Out of school the question WHY implies an action of wrong doing.
Why are you late? Why did you break it? Why is the milk on the counter
not in the fridge?
Consider:
What are the reason(s) for...?
Explain your reasoning?
Tell me more about...?
The reason for this is...?
Give the facts for..
Say in a different way...
See
the archives for more!
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