Writing competence based questions Understanding levels of questioning

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Writing competence based questions Understanding levels of questioning – Bloom’s Taxonomy Restricted 1

Writing competence based questions Understanding levels of questioning – Bloom’s Taxonomy Restricted 1

Writing competence based questions Higher order: Analysing, evaluating and creating Medium order: Understanding and

Writing competence based questions Higher order: Analysing, evaluating and creating Medium order: Understanding and applying Lower order: Remembering Restricted 2

Writing competence based questions Lower order: Remembering • Questions that ask the student to

Writing competence based questions Lower order: Remembering • Questions that ask the student to remember previously learned information such as facts, definitions, dates or formulas. • Questions typically use command words such as: Choose Define Label List identify Restricted Name Select Outline Match Describe What When Where Which Who Why 3

Writing competence based questions Medium order: Understanding and Applying • Questions that ask the

Writing competence based questions Medium order: Understanding and Applying • Questions that ask the student to show they understand ideas, concepts, rules and formula by explaining or applying them (eg. using their knowledge to solve a problem) • Questions typically use command words such as: Classify Compare Contrast Demonstrate Explain Illustrate Restricted Interpret Show Summarise Apply Develop Model Organize Solve Examine Express Calculate 4

Writing competence based questions Higher order: Analysing, evaluating and creating Questions that ask the

Writing competence based questions Higher order: Analysing, evaluating and creating Questions that ask the student to examine information, data and ideas in detail. This could be to: • interpret them or break them down to show their different parts are related (analysing) • make judgements, comparing the strengths and weaknesses of different approaches and interpretations (evaluating) • bring them together in a new way to propose alternative solutions or produce new perspectives (creating) Questions typically use command words such as: Restricted 5

Writing competence based questions • Label the parts of flower. • Design an experiment

Writing competence based questions • Label the parts of flower. • Design an experiment to demonstrate that sunlight is essential for photosynthesis. • Which do you think is the biggest problem facing Rwanda today? Give examples of how it could be solved. • Analyse the main challenges facing Rwanda today. Evaluate the pros and cons of different possible solutions. • How does climate in Rwanda vary according to location? • Explain why the climate in Rwanda varies according to location? • Interpret the figures in the table to show which factor had the biggest impact on the speed of reaction. Restricted 6