Session 3 Writing HOTS Questions in Process Level
Session 3 Writing HOTS Questions in Process Level
Session 3 Writing HOTS Questions in Process Level
2
The Process
Level
3
PROCESS LEVEL
“
…What do we want students to 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
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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
8
Applying…
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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.
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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
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
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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
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Revised Bloom’s Taxonomy
• Target from “Apply” to “Create” if you design a HOTS test.
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.
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