Roll-out on the Constructive

Alignment of Science
Content, Instruction and
Assessment

Bani East Integrated School

Sept. 19-20, 2019
A VISUAL COMPARISON OF TWO TAXONOMIES
 What is Bloom’s Taxonomy?
*Bloom’s Taxonomy is a classification
of thinking organized by levels of
complexity. It gives teachers and
students an opportunity to learn and
practice a range of thinking and
provides a simple structure for many
different kinds of questions.
 What is Revised Bloom’s Taxonomy?
The Revised Bloom’s Taxonomy
provides the measurement tool for
thinking. The changes in RBT occur in
three broad categories:
Terminologies
Structure
Emphasis
 BLOOM’S REVISED TAXONOMY
(Cognitive Process Domains)
Suggested Percentage
Allocation
CREATING

H Generating new ideas, products, or ways of viewing things

Designing,constructing, planning, producing, inventing
10%
Difficult
O EVALUATING
Justifying a decision or course of action 10% 50%
Checking, Hypothesizing, critiquing, experimenting, judging
T ANALYZING 30 %
S Average
Breaking the information into parts to explore understanding and relationship
Comparing, organizing, deconstructing, finding

APPLYING
Using information in another familiar situation 10%
L Implementing, carrying out, using, executing

O UNDERSTANDING
Explaining ideas or concepts 10% 50%

T Easy
Interpreting, summarizing, paraphrasing, classifying, explaining

REMEMBERING
S Recalling information 30%
Recognizing, listing, describing, retrieving, finding
 BLOOM’S REVISED TAXONOMY
(Cognitive Process Domains)
Suggested Percentage
Allocation
CREATING

H Generating new ideas, products, or ways of viewing things

Designing,constructing, planning, producing, inventing
10%
Difficult
O EVALUATING
Justifying a decision or course of action 10% 30%
Checking, Hypothesizing, critiquing, experimenting, judging
T ANALYZING 10 %
S Average
Breaking the information into parts to explore understanding and relationship
Comparing, organizing, deconstructing, finding

APPLYING
Using information in another familiar situation 20%
L Implementing, carrying out, using, executing

O UNDERSTANDING
Explaining ideas or concepts 20% 70%

T Easy
Interpreting, summarizing, paraphrasing, classifying, explaining

REMEMBERING
S Recalling information 30%
Recognizing, listing, describing, retrieving, finding
Level 1. REMEMBERING
The learner is able to recall, restate and
remember learned information.
-Recognizing
-Listing
-Describing
-Identifying
-Retrieving
-Naming
-Locating
Sample questions for remembering:
What is ____________________?
Where is ____________________?
How did it happened?________________
Why did_______________?
How would you show___________________?
Who were the main____________________?
Which one__________________________?
How is ______________________________?
Level 2: Understanding
The learner understand the meaning by interpreting and
translating what has been learned.

-Interpreting
- Exemplifying
-Summarizing
-- Infering
-Paraphrasing
-Classifying
-Comparing
-Explaining
Sample questions for Understanding:

State in your own words……

Which are facts? opinions?
What does this mean….?
Is this the same as……..?
Giving an example
Select the best definition
Level 3: Applying
The learner makes use of information
in a context different from the one in
which it was learned.

-Implementing
-Carrying out
-Using
-Executing
Sample questions for Applying:
How would you ____________to show_____________?
How would you show your understanding _________?
What is facts would you select to show
what_________?
What elements would you change________?
What other way would you plan to______?
What questions would ask with an interview
with_______?
How would you apply what you learned to
develop________?
How would you solve _____________ using what you
have learned?
Level 4. Analyzing
The learner breaks learned information into
each parts to best undertand that information.

-Comparing
-Organizing
-Deconstructing
-Attributing outlining
-Finding
-Structuring
-Integrating
Sample Questions for Analyzing:

Which statement is relevant?

What is the conclusion?
What does the author believe/assume?
Make a distinction between
__________.
What ideas justify the conclusion?
Which is the least essential statement?
What literacy form issues?
Level 5. Evaluating
The learners make decision based on in-depth
reflection, criticism and assessment.

-Checking
-Hypothesizing
-Critiquing
-Experimenting
-Judging
-Testing
-Detecting
-Monitoring
Sample questions for evaluating:

What fallacies, consistencies, and

inconsistencies appear_________?
Which is more important________?
Do you agree__________?
What information would you
use_________?
Do you agree with the ___________?
How would you evaluate____________?
Level 6. Creating
The learners create new ideas and information
using what has been previously learned.

-Designing
- Constructing
-Planning
-Producing
-Inventing
-Devising
-Making
Sample questions for Creating:

Can you design a _______________?

What possible solution to
_________________?
How many ways can
you__________________?
Can you create a proposal which
would___________?
 TABLE OF SPECIFICATIONS

Subject Grade Grading Period School Year

21st COGNITIVE PROCESS DOMAINS

Topic/ Time Total Number
Codes Century Higher Order Thinking
Learning Spent/ of Items
Skills and Lower Order Thinking Skills Skills
Competency Frequency Adjuste
Sub-skills Remembering Understanding Applying Analyzing Evaluating Creating Actual d
1 3 1 1 1 3.33 3
2 4 1 1 1 1 4.44 4
3 1 1 1 1.11 1+1=2
4 6 2 1 1 1 1 1 6.67 7
5 8 3 1 3 2 8.89 9
6 5 2 1 1 2 5.56 6
7 8 3 1 1 2 2 8.89 9
8 2 1 1 2.22 2
9 4 1 1 1 1 4.44 4
10 4 1 3 4.44 4

TOTAL 45 15 5 5 15 5 5 50 48
Percentage
(%) 30% 10% 10% 30% 10% 10% 100 100
 ITEM PLACEMENT

A. Items 1-15 ( Type of Question is to measure remembering which cut across all
topics within the grading period.)

B. Items 16-20 (Type of Question is to measure applying...)

C. Items 21-25 (Types of Question is to measure analyzing....)

D. Items 26-40 ( Types of Question is to measure evaluating.....)

E. Items 46-50 (Types of Question is to measure creating.....)

 TABLE OF SPECIFICATIONS

Subject Grade Grading Period School Year

21st COGNITIVE PROCESS DOMAINS

Topic/ Total Number
Codes Century Time Spent/ Higher Order Thinking
Learning of Items
Skills and Frequency Lower Order Thinking Skills Skills
Competency
Sub-skills
Remembering Understanding Applying Analyzing Evaluating Creating Actual Adjusted
1 3 1 21 26 3.33 3
2 4 2 22 27 41 4.44 4
3 1 16 28 1.11 1+1=2
4 6 3,4 17 23 29 42 46 6.67 7
5 8 5,6,7 18 30,31,32 47,48 8.89 9
6 5 8,9 19 33 43,44 5.56 6
7 8 10,11,12 20 24 34,35 49,50 8.89 9
8 2 13 36 2.22 2
9 4 14 25 37 45 4.44 4
10 4 15 38,39,40 4.44 4

TOTAL 45 15 5 5 15 5 5 50 48
Percentage
(%) 30% 10% 10% 30% 10% 10% 100 100
 21st Century Skills Sub-skills

• Problem-Solving • Analyzing Outcome

• Understand the problem
• Execute strategy/method

• Information Literacy • Identify types of information

• Ability to communicate
information

• Uses evidence to Formulate an

• Critical Thinking Argument
• Evaluate Sources
• Analyzing Relevance
A. Problem Solving
1. Analyzing Outcome (AO)
* Predict the effect of changes in one population on other populations in the
ecosystem. (Topic/LC)
HOTS Questions:
1.1 What happens to the biomass level as we move up to the ladder of energy
pyramid?
A. Increases B. decreases C. remains the same D. remains the same

2. Understand the Problem

* Explain the hierarchy of colors in relation to energy.
2.1 Why red light appears to us first than blue light?
A. Because.........

3. Execute Strategy/Method
* Use models or illustrations to explain how the movement of faults generate
earthquake.
3.1 Illustrate how movements along faults generate earthquake.
3.2 Which of the following illustrations best explain how the movement of
faults causes earthquake?
B. Information Literacy
1. Ability to communicate information
* Describe the characteristics of sound using the concepts of wavelength,
velocity and amplitude.
1.1

2. Identify types of information

*Explain how a protein is made using the information from DNA

C. Critical Thinking
3. Uses evidence to Formulate an Argument
*Explain the advantage of high biodiversity in maintaining the stability of an
ecosystem.
4. Evaluate Sources
* Explain how diseases of the digestive system are prevented, detected and
treated.
5. Analyzing Relevance
* Explain how the factors affecting solubility are applied in food production
•Align the kind of items you write based on given standards.
Content Content Performance Learning
Standards Standards Competency
Grade 4- Matter
First Grading Period

1. Properties The learners The learners should The learners should

1.1 Properties used to demonstrate be able to… be able to
group and store an Recognize and 1. classify materials
materials understanding practice proper based on the ability
1.2 Importance of of… handling of to absorb water,
interpreting product Grouping products. float, sink, undergo
labels different decay;
1.3 Proper disposal of materials 2. Identify the
waste based on their effects of decaying
properties materials on one’s
health
3. Demonstrate
proper disposal of
waste
Example 1. Constructive Alignment

• Classify materials based on its ability to absorb

water, float, sink, undergo decay.

Item:
Which of the following materials will float
in water?
A. Styrofoam
B. Foam
C. Metal
D. Glass
Example 2: Constructive Alignment
•Demonstrate proper disposal of waste according to the
properties of its materials.

Performance Task
Final Output: A slide show with illustration showing proper
disposal of materials.

Task: Take a photo on how to properly dispose the following

materials: plastic bottles, food scrap, papers. Present the
picture in class and explain the procedure.

Criteria: Accuracy of disposal procedure, ability to explain

clarity of illustration
 TELL me and I
FORGET. TEACH me
and I REMEMBER.
INVOLVE me and I
LEARN.
------Benjamin Franklin