SECONDARY SCHOOL RECOMMENDED MARKING RUBRIC FOR COGNITIVE SKILLS IN WRITING

COLLEGE / UNIVERSITY LEVEL RECOMMENDED MARKING RUBRIC FOR COGNITIVE SKILLS IN WRITING

CREATE NO INPUT REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE SKILL Absent; NO INPUT Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES. Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question) Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT PROOF F E D C B A A* MARK

GRADUATE SCHOOL LEVEL WRITING MARKING RUBRIC FOR COGNITIVE SKILLS IN WRITING

Types of Knowledge Types of Cognitive Processes RememberUnderstandApplyAnalyzeEvaluateCreate Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

Types of Cognitive Processes RememberUnderstandApplyAnalyzeEvaluateCreate

Types of Knowledge Types of Cognitive Processes RememberUnderstandApplyAnalyzeEvaluateCreate Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

Types of Knowledge Types of Cognitive Processes RememberUnderstandApplyAnalyzeEvaluateCreate Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

Types of Knowledge Types of Cognitive Processes Remember WHAT Understand WHY (CREATE MEANING) Apply HOW (IMPLEMENT, USE) Analyze HOW & WHY CONNECTED Evaluate WHICH ONE JUDGE CHECK CRITIQUE Create REORGANIZE OR ADD VALUE Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

Types of Knowledge Types of Cognitive Processes Remember WHAT Understand WHY (CREATE MEANING) Apply HOW (IMPLEMENT, USE) Analyze HOW & WHY CONNECTED Evaluate WHICH ONE JUDGE CHECK CRITIQUE Create REORGANIZE OR ADD VALUE Factual Knowledge FACTS LISTS DEFINITIONS Conceptual Knowledge RELATIONSHIPS DIFFERENCES SIMILARITIES CONNECTIONS Procedural Knowledge STEPS METHODS PROCESSES Metacognitive Knowledge LEARNING HOW TO LEARN

Types of Knowledge Types of Cognitive Processes Remember WHAT Understand WHY (CREATE MEANING) Apply HOW (IMPLEMENT, USE) Analyze HOW & WHY CONNECTED Evaluate WHICH ONE JUDGE CHECK CRITIQUE Create REORGANIZE OR ADD VALUE Factual Knowledge FACTS LISTS DEFINITIONS Conceptual Knowledge RELATIONSHIPS DIFFERENCES SIMILARITIES CONNECTIONS Procedural Knowledge STEPS METHODS PROCESSES Metacognitive Knowledge LEARNING HOW TO LEARN

Types of Knowledge Types of Cognitive Processes Remember WHAT Understand WHY (CREATE MEANING) Apply HOW (IMPLEMENT, USE) Analyze HOW & WHY CONNECTED Evaluate WHICH ONE JUDGE CHECK CRITIQUE Create REORGANIZE OR ADD VALUE Factual Knowledge FACTS LISTS DEFINITIONS Conceptual Knowledge RELATIONSHIPS DIFFERENCES SIMILARITIES CONNECTIONS Procedural Knowledge STEPS METHODS PROCESSES Metacognitive Knowledge LEARNING HOW TO LEARN A*A*AABBCCDDEE A*A*AABBCCDDEE A*A*AABBCCDDEE A*A*AABBCCDDEE

Types of Knowledge Types of Cognitive Processes Remember WHAT Understand WHY (CREATE MEANING) Apply HOW (IMPLEMENT, USE) Analyze HOW & WHY CONNECTED Evaluate WHICH ONE JUDGE CHECK CRITIQUE Create REORGANIZE OR ADD VALUE Factual Knowledge FACTS LISTS DEFINITIONS Conceptual Knowledge RELATIONSHIPS DIFFERENCES SIMILARITIES CONNECTIONS Procedural Knowledge STEPS METHODS PROCESSES Metacognitive Knowledge LEARNING HOW TO LEARN A*A*AABBCCDDEE A*A*AABBCCDDEE A*A*AABBCCDDEE A*A*AABBCCDDEE USUAL GRADES OF AVERAGE LEARNERS USUAL GRADES (MARKS) OF AVERAGE LEARNERS

END OF PRESENTATION 13 September 2013

INTERCONNECTIONS OF THE COGNITIVE LEVELS General Rule: One should use lower level cognitive skills to support higher- level skills. In writing: Analysis requires evaluating and applying. Applying requires understanding and analyzing. Understanding requires remembering and applying. Creating requires all six cognitive levels to be present in writing.

INTERCONNECTIONS OF THE COGNITIVE LEVELS