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to do at a specific stage of their education. Learning standards describe educational objectivesi.e., what
students should have learned by the end of a course, grade level, or grade spanbut they do not
describe any particular teaching practice, curriculum, or assessment method . Standards describe the
goals of schooling, the destinations at which students should arrive at the end of the unit or term.
Broad statements that describe specific content areas that groups of students should learn at each grade
level are called Content Standards. They define the knowledge within each discipline. For instance, a
content standard for 6th grade science students could be, in Earth Science: Students will understand the
effects of the relative positions of the earth, moon and sun. These standards are also called Curriculum
Standards or Subject Standards.
Expectations for instruction, assessment, and student work are called Performance Standards. These
incorporate Content Standards and define the level of work that demonstrates achievement of the
standards. Performance standards isolate and identify skills needed for problem-solving, reasoning,
communicating, and making connections with other information. They provide all constituents with the
evidences that students have met the content standards, helping teachers define what level of work is
satisfactory.
Competencies are the measurable or observable knowledge, skills, abilities, and behaviors.
Blooms Taxonomy divides the way people learn into three domains. One of these is the
cognitive domain, which emphasizes intellectual outcomes. This domain is further
divided into categories or levels. The key words used and the type of questions asked
may aid in the establishment and encouragement of critical thinking, especially in the
higher levels.
LEVEL
1: Knowledge
LEVEL
ATTRIBUTES
KEYWORDS
QUESTIONS
LEVEL
LEVEL
ATTRIBUTES
Demonstrating
understanding of
facts and ideas by
organizing,
comparing,
translating,
interpreting, giving
descriptions and
2: Comprehension
stating main ideas.
3: Application
Solving problems by
applying acquired
knowledge, facts,
techniques and rules
in a different way.
KEYWORDS
QUESTIONS
recall, select
compare, contrast,
demonstrate, interpret,
explain, extend, illustrate,
infer, outline, relate,
rephrase, translate,
summarize, show,
classify
LEVEL
LEVEL
ATTRIBUTES
KEYWORDS
QUESTIONS
Examining and
analyze, categorize,
breaking information classify, compare,
into parts by
contrast, discover,
identifying motives or dissect, divide, examine,
causes; making
inspect, simplify, survey,
inferences and
take part in, test for,
finding evidence to distinguish, list,
support
distinction, theme,
generalizations.
relationships, function,
motive, inference,
assumption, conclusion
LEVEL
LEVEL
ATTRIBUTES
KEYWORDS
QUESTIONS
justify ...?
Compiling
information together
in a different way by
combining elements
in a new pattern or
proposing alternative
solutions.
Presenting and
defending opinions
5: Synthesis
6: Evaluation
LEVEL
LEVEL
ATTRIBUTES
KEYWORDS
QUESTIONS
From: UMUC
Comprehension
Application
Analysis
Synthesis
Analyze,
Summarize, Explain, Solve,
List, Name,
Organize,
Design,
Interpret, Describe, Illustrate,
Identify, Show,
Deduce,
Hypothesize,
Compare,
Calculate, Use,
Define,
Contrast,
Support,
Paraphrase,
Interpret,
Recognize,
Compare,
Schematize,
Differentiate,
Relate,
Recall, State,
Distinguish, Write, Report,
Demonstrate,
Manipulate,
Visualize
Discuss, Plan, Justify
Classify
Apply, Modify
Devise
Evaluation
Evaluate,
Choose,
Estimate,
Judge,
Defend,
Criticize