ࡱ>  bjbjVV =B<<, q+++8c+h#####z||||||$c####zz#` LN+f0h : An Exercise in Assignment Design Using Blooms Taxonomy On the chart below are listed writing assignments that might be given to a class. With the aid of Blooms Taxonomy, try coming up with ways to fill in the fields of the chart. AssignmentPossible formatCognitive skills exercisedTime investment for students and instructorsDistinguish Marxs main ideas about ideology from Althussers.e.g., two-page essay (lower-division course) fifteen-page research paper (upper-division course)Comprehension Analysis, SynthesisLow HighExplain the difference between interspecific and intraspecific competition. In-class short paragraphComprehensionLowExplain the difference between interspecific and intraspecific competition. Determine which form of competition predominates in the example provided.Forum discussion in bSpace ApplicationDefine simile. In-class short answerDefine simile, identify one in the poem, and tell what it contributes to the poem. Restate Ohms law in your own words. Write a position paper on one major environmental justice issue in the Bay Area.  Students could be asked to complete some of the assignments in a number of different formats (ten-page essay, five-minute writing assignment, quiz, position paper, lab journal, etc.) in order to address these prompts. Try to complete this table. Identify the level of cognitive complexity that each assignment requires. Words like knowledge, evaluation, and comprehension may come in handy. Quickly propose an appropriate size and time frame for the assignment. Approximate the amount of time that students would need to complete each assignment and the time the GSI would need to grade a set. Sample scenarios can be viewed on the following page. AssignmentPossible formatCognitive skills exercisedTime investment for students and instructorsDistinguish Marxs main ideas about ideology from Althussers. two-page essayComprehensionLow-ModerateExplain the difference between interspecific and intraspecific competition. In-class short paragraphKnowledgeLow-ModerateExplain the difference between interspecific and intraspecific competition. Determine which form of competition predominates in the example provided. Forum discussion in bSpaceApplicationLow-ModerateDefine simile. In-class quizKnowledgeMinimalDefine simile, identify one in the poem, and tell what it contributes to the poem. One-page response paper assigned as homeworkKnowledge Application AnalysisStudent: Moderate GSI: MinimalRestate Ohms law in your own words. five minute, in-class writing assignment ComprehensionMinimalWrite a position paper on one major environmental justice issue in the Bay Area. ten- to twelve-page paper, divided into segments, across ten weeksAnalysis Synthesis EvaluationVery High     GSI Teaching and Resource Center, U.C. 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AQ % % %  TT q@/@WL AQP 2" &" WMFC % Ld) , ) !??%  % Ld- ] - 1!??%  % Ld^ a ^ !??%  % Ldb [ b !??%  % Ld\ _ \ !??%  % Ld` } ` !??%  % Ld~  ~ !??%  % Ld @  !??%  % LdA D A !??%  % Ld) ,Q) [!??%  % Ld)R,U)R!??%  % Ld)R,U)R!??%  % Ld-R] U-R1!??%  % Ld^ a Q^ [!??%  % Ld^ Ra U^ R!??%  % Ldb R[Ub R!??%  % Ld\ _Q\ [!??%  % Ld\R_U\R!??%  % Ld`R}U`R!??%  % Ld~ Q~ [!??%  % Ld~RU~R!??%  % LdR@UR!??%  % LdA DQA [!??%  % LdARDUAR!??%  % LdARDUAR!??%  % % %  TTXT@/@XLP 6 T$X4@/@X$LStudents could be asked to complete *00.0$&1000.,#*.00'0J0..T| 4@/@L\some of #0J.1Td  4@/@ LTthe 0.T` j4@/@ .Lassignments in a number of different formats (,$$+0J.0$0,00J0- 10. .01J,#T`k4@/@kLTten.0TT4@/@LP-T4@/@ Ldpage essay, 0,+--$$,*TdK4@/@LTfive*.TTLf4@/@LLP-Tgv4@/@gLminute writing assignment, J00-B 0+,#$+0J.0 TX3 @/@XLLquiz, position paper, lab journal, etc.) in order to address these prompts. 00$01$100,/. ,000 0,.'01 0.1,00.$$0-$.00J0$T` 3p @/@ LTTry-*TTq 3 @/@q LP T 3@/@ Lxto complete this table1&1J0.-0$,0.TX3@/@LP. TP3@/@+LIdentify the level of cognitive complexity 0.0)0.-*.1'1+0*-&1I0.() T`X@/@XLTtha0,T@/@hLt each assignment requires. Words like  knowledge,  evaluation, and  comprehension may come in handy..,'/,$$+0I.0.00 .$Q1 0$).'*00B.0+-''-*,0,10',00'&0J/ .0.0$1/'J,)&1I.00+00*TT@/@LP T@/@LtQuickly propose an >0'*)0 1/1$-,0 TX @/@Xk3L&WMFCappropriate size and time frame for the assignment.,00 10 ,.$#.,00J- ,J-10.+$$+0I.0TT  @/@ kLP T$ @/@ k$LApproximate the amount of time that 400 1(J+.0.+I1001J-0,T @/@k Lstudents would need to complete $00.0#A1000..01&0J0..T@/@k Ldeach assignm.+'0,$$*0JTd@/@kLTent .0 TXI@/@X Lhand the time ,000.J-TxJU@/@JL\the GSI0.:*TTVj@/@VLP Tk"@/@k L`would needA1000..0TT#7@/@#LP T|8o@/@8L\to grade1+ ,0-TTp@/@pLP Tl5 @/@LXa set,#.TT6 L @/@6 LP.TTM a @/@M LP Tb #@/@b LSample scenarios can be viewed *+J0.$'.0, 1$',00.*-B.0T$M@/@$Lxon the following page100-11B0+0,+.TTNc@/@NLP.TTd@/@dLP 6% % ( 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  ~.@"Calibri--- R2 2Q/~GSI Teaching and Resource Center, U.C. Berkeley 2 2~ d* 2 2E~ d) 2 2n~ d 2 29~ d)#2 2b~Teaching Guide f:2 2~or Graduate Student Instructors  2 2+~ d,~'@Cambria--- @Cambria-@Cambria- @Cambria--^2 JQ7~An Exercise in Assignment Design Using Blooms Taxonomy           2 J~ d@"Calibri--- @"Calibri-@"Calibri- @"Calibri--2 \Q~On  2 \`~ d2 \c~the 2 \w ~chart below 2 \~ dh2 \>~are listed writing assignments that might be given to a class.    2 \~ d2 \~With a _2 \8~the aid of Blooms Taxonomy, try coming up with ways to      ;2 kQ ~fill in the fields of the chart. 2 k~ d 2 zQ~ d,E~L@"Calibri---2 Q K~EAssignment  2 K~E d',8~F--- "2 KE~7Possible format  2 E~7 d',~8--- %2 >8~Cognitive skills 2 > 8~exercised 2 o8~ d','~--- )2 ~'Time investment for   2  ~'students and 2  ~'instructorsd 2 ~' d'- @ !}K-- @ !}K-- @ !}K-- @ !}E-- @ !}E-- @ !}7-- @ !l}8-- @ !}-- @ !}-- @ !}'-- @ !}'-- @ !-~K-- @ !-~E-- @ !-~7-- @ !-~-- @ !-~'-,EL--- O2 Q-KEDistinguish Marxs main ideas about ideology   %2 QKEfrom Althussers.o  2 KE d',8F@"Calibri------ 2 KE7e.g---2 [E7., 2 dE7two  2 wE7-d%2 {E7page essay (lowero  2 E7-d#2 E7division course) 2 (E7 d 2 KE7 d2 KE7fifteene 2 mE7-d22 qE7page research paper (upper 2 E7-d2  E7division 2 KE7course)e 2 qE7 d',8--- 2 > 8Comprehension  2 8 d 2 >8 d2 > 8Analysis, 2 m 8Synthesis  2 8 d','--- 2 'Low 2 ' d 2 ' d2 'High 2 ' d'- @ !K-- @ !K-- @ !E-- @ !E-- @ !7-- @ !l8-- @ !-- @ !-- @ !'-- @ !=K-- @ !=E-- @ !=7-- @ !=-- @ !='-,EL--- O2 Q-KEExplain the difference between interspecific  :2 QKEand intraspecific competition.   2 KE d 2 QKE d',8F--- 2 KE7In 2 UE7-d+2 YE7class short paragraph 2 E7 d',8--- 2 > 8Comprehension  2 8 d','--- 2 'Low 2 ' d'- @ !K-- @ !K-- @ !E-- @ !E-- @ !7-- @ !l8-- @ !-- @ !-- @ !'-- @ !-K-- @ !-E-- @ !-7-- @ !--- @ !-'-,SEL--- O2 #Q-KESExplain the difference between interspecific  I2 2Q)KESand intraspecific competition. Determine f  J2 AQ*KESwhich form of competition predominates in    +2 PQKESthe example provided.  2 PKES d',S8F--- 22 #KE7SForum discussion in bSpace  2 #E7S d 2 2KE7S d@"Calibri--- 2 BKE7S d',S8--- 2 #> 8SApplication 2 #w8S d',S'---  2 $'S d'- @ !K-- @ !K-- @ !E-- @ !E-- @ !7-- @ !l8-- @ !-- @ !-- @ !'-- @ !<K-- @ !<E-- @ !<7-- @ !<-- @ !<'-,ETL--- #2 `QKTEDefine simile.  2 `KTE d--- 2 pQKTE d 2 QKTE d',8TF--- 2 `KET7In 2 `UET7-d2 `YET7class 2 `s ET7short answer  2 `ET7 d',T8---  2 a>8T d','T---  2 aT' d'- @ !SK-- @ !SK-- @ !SE-- @ !SE-- @ !S7-- @ !lS8-- @ !S-- @ !S-- @ !S'-- @ !0TK-- @ !0TE-- @ !0T7-- @ !0T-- @ !0T'-,EL--- R2 Q/KEDefine simile, identify one in the poem, and   C2 Q%KEtell what it contributes to the poem.   2 KE d--- 2 QKE d',8F---  2 KE7 d',8---  2 >8 d','---  2 ' d'- @ !K-- @ !K-- @ !E-- @ !E-- @ !7-- @ !l8-- @ !-- @ !-- @ !'-- @ !.K-- @ !.E-- @ !.7-- @ !.-- @ !.'-,EL--- A2 Q$KERestate Ohms law in your own words.      2 KE d 2 QKE d--- 2 QKE d',8F---  2 KE7 d',8---  2 >8 d','---  2 ' d'- @ !K-- @ !K-- @ !E-- @ !E-- @ !7-- @ !l8-- @ !-- @ !-- @ !'-- @ !/K-- @ !/E-- @ !/7-- @ !/-- @ !/'-,EL--- A2 Q$KEWrite a position paper on one major  M2 Q,KEenvironmental justice issue in the Bay Area.  2 .KE d--- 2 QKE d',8F---  2 KE7 d',8---  2 >8 d','---  2 ' d'- @ !K-- @ !K-- @ !E-- @ !E-- @ !7-- @ !l8-- @ !-- @ !-- @ !'-- @ !/K-- @ !K-- @ !K-- @ !K-- @ !/E-- @ !E-- @ !E-- @ !/7-- @ !7-- @ !l8-- @ !/-- @ !-- @ !-- @ !/'-- @ !'-- @ !'----  2 Q~ dA2 -Q$~Students could be asked to complete  2 -~some of  2 -:~the P2 -N.~assignments in a number of different formats (   2 -:~ten 2 -J~-d2 -N ~page essay, 2 -~five 2 -~-d42 -~minute writing assignment,   }2 =QL~quiz, position paper, lab journal, etc.) in order to address these prompts.  2 =~Try 2 =~ d,2 =~to complete this table 2 =D~. L2 =J+~Identify the level of cognitive complexity s 2 LQ~tha2 Lbh~t each assignment requires. Words like knowledge, evaluation, and comprehension may come in handy.       2 L~ d(2 L~Quickly propose an X2 [Q3~appropriate size and time frame for the assignment.    2 [X~ dA2 [[$~Approximate the amount of time that    ;2 [ ~students would need to complete   2 [ ~each assignm 2 [ ~ent 2 jQ ~and the time  2 j~the GSI  2 j~ d2 j ~would need  2 j~ d2 j~to grade 2 j%~ d2 j(~a seta 2 j@~.d 2 jC~ d:2 jE~Sample scenarios can be viewed   +2 j~on the following page  2 jX~.d 2 j[~ d"System--~~~~~~~~~~~~}}}}}}}}}}}}}}}}||||||||||՜.+,0| hp  D UC BERKELEY'  8An Exercise in Assignment Design Using Blooms Taxonomy8An Exercise in Assignment Design Using Blooms Taxonomy Title Headings  !#$%&'()+,-./012345678:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FP8LNData "1Table*WordDocument=BSummaryInformation(9\DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q