Chapter 8, page 178
Comprehensio
n
Explain in your own words
what each of the responses is.Explain why Juliet killed
herself.Explain why you have to get the
same denominator before you
add two fractions.Application You show your students that
a thermometer in a sweater
sitting in a closet does not get
warm (as they expect it to).
Anticipate responses in each
of the eight categories to this
experiment.
Generate a modern-day
story with the same basic
plot as Romeo and Juliet.Solve this problem.1 / 2 + 2 / 3 =?(Word problems are even better.)Analysis What are the core
psychological processes
common to all the 8
responses to anomalous data?
Which plot elements of
Romeo and Juliet could be
removed without affecting
the final outcome of the
play?Write down and explain each
step needed to solve 1 / 2 + 2 /
3 =?Synthesis Explain the relationship
between the eight responses
to anomalous data (in section
4.2) and the different ways in
which people can respond to
new sentences in a text (in
section 4.3).
Compare and contrast
West Side Story with
Romeo and Juliet.Solve this problem:
Susan has half an apple.
Lourdes has two thirds as much
of an apple as Susan. How
much pie do they have
altogether? (This problem
requires synthesizing knowledge
of adding fractions with
knowledge of taking a fraction of
a fraction.)Evaluation Do teachers have a right to
try to foster theory change in
students in the domain of heat
and temperature? How about
in the domain of effects of
capital punishment on the
murder rate?
Which has greater artistic
merit: West Side Story or
Romeo and Juliet?Which method of solving
fractions is more efficient?Generally, you can think of the top two question types (knowledge and comprehension) are lower-order
questions. The other four question types (application, analysis, synthesis, and evaluation) are higher-order
questions. Higher-order questions have generally been found to promote greater student learning than
lower-order questions.
- Here are some general question types that are often very useful in assessing understanding, if you
ask about something students haven’t already learned directly.
What would happen if....
Explain why...
How would a new piece of information change your interpretation?
How does knowledge in situation A apply to a new situation B?
Table 8.6: Examples from history
Question Type Example