Baulkham Hills High School

Key Words in the Higher School Certificate

This activity was developed because many students did not demonstrate an understanding of the key words in the Higher School Certificate examination. When presented with questions that required students to ‘assess’ or ‘discuss’; students’ replies were invariably descriptive rather than evaluative or comparative. The objectives of this activity are to enable students to: • understand the meanings of key words • relate the key words to the level of thinking described in Bloom’s (1956)

taxonomy • recognise the level of knowledge and understanding being tested in an

examination question. Procedure

1. Students are provided with a copy of The New Higher School Certificate — Some Key Words (see Appendix 1). Students highlight words commonly found in Physics questions and learn the meaning of the key words. In an additional activity, students match the key words to their definitions.

2. Students are provided with a copy of Bonanno & Todd’s Bloom’s

Taxonomy of Educational Objectives and Information Skills (see Appendix 2). Firstly, the six levels of thinking are discussed. Then, using the taxonomy, students identify the different cognitive processes that are required in a task.

3. A copy of a core Physics topic is given to each student and also a copy of

Bloom’s Taxonomy and the Secondary Syllabus (see Appendix 3). The teacher supplies six questions on the core topic to the students. The questions are graded, the first to test basic knowledge, the second to test comprehension and the third to test application, through to the sixth to test evaluation as outlined in Bloom’s Taxonomy and the Secondary Syllabus. Each question is discussed with the wording of the question linked to the level of the thinking required to answer it.

4. Students are required to write their own questions to reflect the increasing

level of thinking required. Reflection In initial trials of this activity, none of the student questions involved calculations. In discussion with students it was determined that calculations belong in the

GAT UnitCurriculum K-12

1© State of New South Wales through the

NSW Department of Education and Training, 2006

applications category. As a result, some students rewrote their questions to include calculations. Students also discovered that questions from the fifth (synthesis) and sixth (evaluation) levels were easier to construct if multiple dot-points were incorporated into the question. At the end of this activity students could define the key terms and could recognise the level of knowledge and understanding that was being tested in a question. References Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longmans, Green & Co.

GAT UnitCurriculum K-12

2© State of New South Wales through the

NSW Department of Education and Training, 2006

Appendix 1 The New Higher School Certificate — Some Key Words

To help develop a consistent understanding of some key words in the New HSC, the following glossary provides the meaning of these words as they generally apply across subject areas. Word Definition Word DefinitionAccount Account for, state reasons for, report on. Give

an account of: narrate a series of events or transactions

Distinguish Recognise or note/indicate as being distinct or different from; to note differences between

Analyse Identify components and the relationship between them: draw out and relate implications

Evaluate Make a judgement based on criteria; determine the valuof

Apply Use, utilise, employ in a particular situation Examine Inquire into Appreciate Make a judgement about the value of Explain Relate cause and effect; make the relationships betwee

things evident; provide why and/or how Assess Make a judgement of value, quality, outcomes,

results or size Extract Choose relevant and/or appropriate details

Calculate Ascertain/determine from given facts, figures or information

Extrapolate Infer from what is known

Clarify Make clear or plain Identify Recognise and name Classify Arrange or include in classes/categories Interpret Draw meaning from Compare Show how things are similar or different Investigate Plan, inquire into and draw conclusions about Construct Make; build; put together items or arguments Justify Support an argument or conclusion Contrast Show how things are different or opposite Outline Sketch in general terms; indicate the main features of Critically (analyse/evaluate)

Add a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation)

Predict Suggest what may happen based on available informatio

Deduce Draw conclusions Propose Put forward (for example a point of view, idea, argumentsuggestion) for consideration or action

Define State meaning and identify essential qualities Recall Present remembered ideas, facts or experiences Demonstrate Show by example Recommend Provide reasons in favour Describe Provide characteristics and features Recount Retell a series of events Discuss Identify issues and provide points for and/or

against Summarise Express concisely the relevant details

Synthesise Putting together various elements to make a whole GAT UnitCurriculum K-12

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Appendix 2 BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES AND INFORMATION SKILLS

Objectives Processes Outcomes Information skills

KNOWLEDGE specifics ways and means of

dealing with specifics universals and

abstractions in a field

define recognise recall identify label understand examine show collect list

labels names facts definitions concepts

define locate

COMPREHENSION translation interpretation extrapolation

translate interpret explain describe summarise demonstrate

argument explanation description summary

define locate select present organise

APPLICATION use of abstractions

in specific and concrete situations

apply solve experiment demonstrate construct show make illustrate record

diagram illustration collection map puzzle model report photograph lesson

select organise present

ANALYSIS elements relationships organisational

principles

connect relate differentiate classify arrange group interpret organise categorise take apart compare dissect investigate separate

graph questionnaire category survey chart outline diagram conclusion list plan summary

locate select present

SYNTHESIS unique

communication plan of operation set of abstract

relations

design redesign combine consolidate add to compose hypothesise construct translate imagine invent create infer produce predict

poem project design brief formula invention story solution machine film program product

select organise present

EVALUATION judgements in terms

of internal evidence judgements in terms

of external evidence

interpret assess judge criticise decide discuss verify dispute choose

opinion judgement recommendation verdict conclusion evaluation investigation editorial

evaluate

(Bonanno & Todd, Reproduced with permission) GAT Unit

Curriculum K-12

4© State of New South Wales through the

NSW Department of Education and Training, 2006

Appendix 3 Bloom’s Taxonomy and the Glossary of Terms

Level of Thinking

Glossary Terms

Knowledge

The remembering of factual information.

access, recognise, describe, extract, follow, gather, identify, record, select, specify

Comprehension

The ability to show an understanding of information.

account, clarify, compare, discuss, explain, distinguish, predict, qualitatively account for, trace

Application

The ability to use previously learned material in new situations.

apply, classify, demonstrate, examine, implement, present, actively participate in a practical investigation, use

Analysis

The ability to explore understandings and relationships between component parts of information.

analyse , associate, investigate, qualitatively analyse, research, structure

Synthesis

The ability to put ideas together to form a new product.

collate, construct, design, modify, plan, summarise, propose

Evaluation

The ability to judge the value of material or ideas for a set purpose.

assess, discuss, draw (conclusions), evaluate, justify, negotiate, produce some, recommend, respect

GAT UnitCurriculum K-12

5© State of New South Wales through the

NSW Department of Education and Training, 2006