Designing Tests to Assess

High Order Thinking Skills

SESSION
OBJECTIVES:
The participants are expected to design a student-centered
assessment in flexible learning:

1.Discuss the concept of assessment on process level

2.Write test in the Application and Analysis Level

2
The Process
Level
3
 PROCESS LEVEL
“
…What do we want students to do with what they know?

…How do we want students to provide evidence of what

they can do with what they know?

4
What is the coverage
of the process level?

5
The PROCESS Level
covers both Apply and
Analyze Cognitive
Process Dimensions

6
 Applying or analyzing?
• Use something to make it functional
• Solve a problem
• Draw an idea based on how the students learned to do it
• Use table/graph to explain something
• Compare and contrast statements or situations

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 Applying or analyzing?
• Identifying errors
• Predict for a possible outcome
• Identify the cause and effect
• Use a concept map to explain
• Analyze a given set of idea
• Make an argument with a given situation
• Generalize the given situation

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Applying…

• Carrying out or use a procedure in a given situation.

• Using concepts or ideas to solve a specific problem.

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Applying…
• Use something to make it functional
• Solve a problem
• Draw an idea based on how the students learned to do it
• Use table/graph to explain something
• Use a concept map to explain

10
 Revised Bloom’s Taxonomy (Application)

Knowledg Description
If you aim for more
learner- centered
e
assessment, which Dimension
of these levels Factual
should you aim to
Respond to frequently asked
assess? questions.
Conceptual Provide advice to novices.

Procedural Carry out procedures/steps.

Metacognitive Use techniques that match one's

strengths.

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 Revised Bloom’s Taxonomy
• Which of the following questions is the most authentic?
• What level of cognitive behavior do the questions represent?
COGNITIVE PROCESS DIMENSIONS
Dimensions Remember Understand Apply Analyze Evaluate Create
Factual least student-
centered &
5 9 13 17
Factual 9. What should you do to a
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DIMENSIONS
KNOWLEDGE

authenticto grow into a

caterpillar
butterfly?
Conceptual
Conceptual 2 6 10 14 18
10. What tips can you give to
others to let caterpillar grow 22
Procedural into a butterfly?
3 7 11 15 19
11. Which of the following
Metacognitive steps allow the caterpillar to 23
most
Metacognitive
grow into a healthy butterfly?
4 8 12 16 20
12. You saw a caterpillar student-
crawling on the soil. What centered &
should you do to let it grow into authentic
a butterfly? 12
Analyzing…

• Break material into foundational parts and determine

how parts relate to one another and the overall structure
or purpose

13
Analyzing…
• Compare and contrast statements or situations
• Identifying errors
• Predict for a possible outcome
• Identify the cause and effect
• Analyze a given set of
• Make an argument with a given situation
• Generalize the given situation

14
 Revised Bloom’s Taxonomy (Application)

Knowledg Description
If you aim for more
learner- centered
e
assessment, which Dimension
of these levels Factual
should you aim to
Select the most complete list of
assess? activities.
Conceptual Differentiate high and low
factors/culture.
Procedural Integrate compliance with
rules/regulations. Determine how
elements fit or function together.
Metacognitive Deconstruct one's biases/Determine
point of view

15
 Revised Bloom’s Taxonomy
• Which of the following questions is the most authentic?
• What level of cognitive behavior do the questions represent?
COGNITIVE PROCESS DIMENSIONS
Dimensions Remember Understand Apply Analyze Evaluate Create
Factual least student-
centered &
5 9 13 17
Factual 13. How does a caterpillar
21
DIMENSIONS
KNOWLEDGE

authentic
differ from a pupa? (physical)

Conceptual
Conceptual 2
14. Which from these6 10 14 18
characteristics makes a caterpillar 22
Procedural different from pupa? (behavioral)
3 7
15. Compare the growth cycle of 11 15 19
Metacognitive
the caterpillar and the pupa? 23
(process) most
Metacognitive 4 You have moth and
8 butterfly 12 16 20
16.
student-
growing in your garden. How do
centered &
these two differ?
authentic
16
 Revised Bloom’s Taxonomy
• Target from “Apply” to “Create” if you design a HOTS test.

COGNITIVE PROCESS DIMENSIONS

Dimensions Remember Understand Apply Analyze Evaluate Create
Factual least student-
centered &
5 9 13 17
Factual
21
DIMENSIONS
KNOWLEDGE

authentic

Conceptual
Conceptual 2 6 10 14 18
22
Procedural
3 7 11 15 19
Metacognitive 23 most student-
centered &
authentic
Metacognitive 4 8 12 16 20

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We need to understand the TEST we are Writing.

“If we do not understand the

context of the test we are
writing, our learners will not
understand the test they are
taking?”
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THANKS!
Any questions?

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