1. State CRT/HSPE Ability Levels Correspondence to Bloom’s Taxonomy of the Cognitive Domain EdusoftTraining@washoe.k12.nv.us

2. Table of Relations CRT/HSPE item ability levels are related to the levels of Bloom’s Taxonomy. CRT/HSPE Item Ability Levels Bloom’s Taxonomy A1Knowledge A2Comprehension Application Analysis Workbook pp. 23 & 29 EdusoftTraining@washoe.k12.nv.us

3. Bloom’s Knowledge Task: Remembering information in a form very close to that in which it was originally encountered Task: Remembering information in a form very close to that in which it was originally encountered (Marzano, 2007) Workbook p. 23 EdusoftTraining@washoe.k12.nv.us

4. Bloom’s Knowledge Mental Processes: Mental Processes: Recognition – matching new information or procedural knowledge with information or procedures stored in memory Recognition – matching new information or procedural knowledge with information or procedures stored in memory Recall – producing related information or procedural knowledge Recall – producing related information or procedural knowledge (Marzano, 2007) (Marzano, 2007) Workbook p. 23 EdusoftTraining@washoe.k12.nv.us

5. Bloom’s Knowledge Assessment Item Characteristics Assessment Item Characteristics simple repetition of facts simple repetition of facts the knowledge of processes for dealing with facts the knowledge of processes for dealing with facts student’s awareness of criteria, methods, and processes. student’s awareness of criteria, methods, and processes. (Measured Progress, 2006) Workbook p. 23 EdusoftTraining@washoe.k12.nv.us

6. This item requires students to recall the process of finding the range of a set of data. Bloom’s Knowledge (A1) Sample Item Sample Item Workbook p. 25 EdusoftTraining@washoe.k12.nv.us

7. Bloom’s Comprehension Tasks: Tasks: Making inferences about general knowledge and explicitly stated information using basic reasoning skills Making inferences about general knowledge and explicitly stated information using basic reasoning skills Representing key or critical information (i.e. cause and effect, characteristics, problem and solution, generalization, sequence) Representing key or critical information (i.e. cause and effect, characteristics, problem and solution, generalization, sequence) (Marzano, 2007) (Marzano, 2007) Workbook p. 30 EdusoftTraining@washoe.k12.nv.us

8. Bloom’s Comprehension Mental Processes: Mental Processes: Integration of new and old knowledge by the deletion of knowledge not directly related Integration of new and old knowledge by the deletion of knowledge not directly related Generalization Generalization Creation of a symbolic representation of the knowledge via verbatim recall of information and sensory images of experiences (mental pictures, smell, taste, touch, sound) Creation of a symbolic representation of the knowledge via verbatim recall of information and sensory images of experiences (mental pictures, smell, taste, touch, sound) (Marzano, 2007) Workbook p. 30 EdusoftTraining@washoe.k12.nv.us

9. Bloom’s Comprehension Characteristics of Assessment Items Characteristics of Assessment Items translate or paraphrase a communication from one form to another translate or paraphrase a communication from one form to another derive the essential meaning of a communication derive the essential meaning of a communication (Measured Progress, 2006) Workbook p. 30 EdusoftTraining@washoe.k12.nv.us

10. Bloom’s Comprehension (A2) Sample Item Sample Item Workbook p. 31 EdusoftTraining@washoe.k12.nv.us

11. Bloom’s Application Tasks: Tasks: Inferring implicit procedural information using basic reasoning skills Inferring implicit procedural information using basic reasoning skills Representing key or critical information about procedural knowledge (i.e. cause and effect, characteristics, problem and solution, generalization, sequence) Representing key or critical information about procedural knowledge (i.e. cause and effect, characteristics, problem and solution, generalization, sequence) (Marzano, 2007) Workbook p. 35 EdusoftTraining@washoe.k12.nv.us

12. Bloom’s Application Mental Processes: Mental Processes: Integration of new and old procedural knowledge by the deletion of knowledge not directly related Integration of new and old procedural knowledge by the deletion of knowledge not directly related Generalization Generalization Creation of a symbolic representation of the procedural knowledge via verbatim recall of information and sensory images of experiences (mental pictures, smell, taste, touch, sound, kinesthetic) Creation of a symbolic representation of the procedural knowledge via verbatim recall of information and sensory images of experiences (mental pictures, smell, taste, touch, sound, kinesthetic) (Marzano, 2007) Workbook p. 35 EdusoftTraining@washoe.k12.nv.us

13. Bloom’s Application Characteristics of Assessment Items Characteristics of Assessment Items Use the information they know to apply what they have learned—they are not told how to apply the information. Use the information they know to apply what they have learned—they are not told how to apply the information. (Measured Progress, 2006) Workbook p. 35 EdusoftTraining@washoe.k12.nv.us

14. Bloom’s Application (A2) Sample Item Sample Item Workbook p. 36 EdusoftTraining@washoe.k12.nv.us

15. Bloom’s Analysis Task: Task: Identifying similarities and differences Identifying similarities and differences Workbook p. 38 EdusoftTraining@washoe.k12.nv.us

16. Bloom’s Analysis Mental Processes: Mental Processes: Specification of attributes on which items being matched are to be analyzed Specification of attributes on which items being matched are to be analyzed Determination of how items are alike and different Determination of how items are alike and different Precise explanation of similarities and differences Precise explanation of similarities and differences (Marzano, 2007) Workbook p. 38 EdusoftTraining@washoe.k12.nv.us

17. Bloom’s Analysis Characteristics of Assessment Items Characteristics of Assessment Items separate the material, situation, or environment into its component parts separate the material, situation, or environment into its component parts focus on the relationships among these parts to each other and to the total structural organization focus on the relationships among these parts to each other and to the total structural organization (Measured Progress, 2006) Workbook p. 38 EdusoftTraining@washoe.k12.nv.us

18. Bloom’s Analysis (A2) Sample Item Sample Item Workbook p. 39 EdusoftTraining@washoe.k12.nv.us

19. If you have any questions, please contact your school Site Trainer, or the WCSD Data Management System Team at EdusoftTraining@washoe.k12.nv.us Thank you for joining us today!