The first examination. With luck, I can use the first three exams to measure their knowledge base and heip build it, and on the final they will be able to answer higher-order questions. That’s the hope, any way.
These ideas come out of Benjamin Bloom and his taxonomy of learning. Basically, Bloom adapted Maslow’s hierarchy of needs, analysing cognitive skills and sorting them on and increasing scale of complexity. These levels range from simple recall to evaluating the worth of material against stated criteria.
Knowledge or recall of data, expresses the natural urge to recall previously learned material. So knowledge, or being told, can be a foundation for very much learning. It provides a basis for higher levels of thinking, but is rote in nature. Insight rides on top of it.
Comprehension, the ability to grasp meaning, explain, restate ideas, means understanding the basic information and translating, interpreting, and extrapolating it.
Application, or using learned material in new situations, involves using information, ideas, and skills to solve problems, then selecting and applying them appropriately.
Analysis suggests separating items, or separate material into component parts and show relationships between parts. It also means breaking apart information and ideas into their component parts.
Synthesis suggests the ability to put together separate ideas to form new wholes of a fabric, or establish new relationships. Synthesis involves putting together ideas and knowledge in a new and unique form. This is where innovations truly take place.
Evaluation is the highest level in this arrangement. Here the ability to judge the worth of material against stated criteria will show itself. Evaluation involves reviewing and asserting evidence, facts, and ideas, then making appropriate statements and judegments.
Figure and explanation from here.
Note: AAR: People do sort themselves out into a perfect bell curve, centred right on the 70 mark. It’s just amazing how this happens.