how to grade cognitive writing skills in student writings

How to Grade Cognitive Skills in WritingA MARKING RUBRIC FOR VARIOUS GRADE LEVELS

COLLEGE / UNIVERSITY LEVELRECOMMENDED MARKING RUBRIC FOR COGNITIVE SKILLS IN WRITING

CREATE

NO INPUT

REMEMBER

UNDERSTAND

APPLY

ANALYZE

EVALUATE

SKILL

Absent; NO INPUT

Can reproduce exact ideas, words, & structures. DEFINITIONS, FACTS, PROCESSES

Can REPRODUCE EXACT IDEAS & explain them in OWN WORDS and OWN STRUCTURES.

Can USE ideas IN OTHER SITUATIONS (e.g., to solve a problem or answer a question)

Can IDENTIFY PARTS + EXPLAIN HOW they are RELATED, DIFFERENT, WORK TOGETHER

Can USE THEORIES (or standards) to justify a DECISION, CHOICE OR OPINION

Can use ideas to CREATE a NEW IDEA, PROCESS, or VIEWPOINT

PROOF

F

E

D

C

B

A

A*

MARK

GRADUATE SCHOOL LEVEL WRITINGMARKING RUBRIC FOR COGNITIVE SKILLS IN WRITING

Types of Cognitive ProcessesRemember Understand Apply Analyze Evaluate Create

Types of Knowledge

Types of Cognitive ProcessesRemember Understand Apply Analyze Evaluate Create

Factual Knowledge

Conceptual Knowledge

Procedural Knowledge

Metacognitive Knowledge

Types of Knowledge

Types of Cognitive ProcessesRemember

WHATUnderstand WHY (CREATE

MEANING)

Apply HOW

(IMPLEMENT, USE)

Analyze HOW & WHY CONNECTED

Evaluate WHICH ONE

JUDGE CHECK CRITIQUE

CreateREORGANIZE OR ADD VALUE

Factual Knowledge

Conceptual Knowledge

Procedural Knowledge

Metacognitive Knowledge

Types of Knowledge

Types of Cognitive ProcessesRemember

WHATUnderstand WHY (CREATE

MEANING)

Apply HOW

(IMPLEMENT, USE)

Analyze HOW &

WHY CONNECTED

Evaluate WHICH

ONE JUDGE CHECK

CRITIQUE

CreateREORGANIZE OR ADD VALUE

Factual Knowledge

FACTSLISTS DEFINITIONS

Conceptual Knowledge

RELATIONSHIPS DIFFERENCES SIMILARITIES CONNECTIONS

Procedural Knowledge

STEPS METHODS PROCESSES

Metacognitive Knowledge

LEARNING HOW TO LEARN

COM

BIN

ATIO

N

COM

BIN

ATIO

N

Types of Knowledge

Types of Cognitive ProcessesRemember

WHATUnderstand WHY (CREATE

MEANING)

Apply HOW

(IMPLEMENT, USE)

Analyze HOW & WHY CONNECTED

Evaluate WHICH ONE

JUDGE CHECK CRITIQUE

CreateREORGANIZE OR ADD VALUE

Factual Knowledge

FACTSLISTS DEFINITIONS

Conceptual Knowledge

RELATIONSHIPS DIFFERENCES SIMILARITIES CONNECTIONS

Procedural Knowledge

STEPS METHODS PROCESSES

Metacognitive Knowledge

LEARNING HOW TO LEARN

A*ABCDE

A*ABCDE

A*ABCDE

A*ABCDE

Types of Knowledge

Types of Cognitive ProcessesRemember

WHATUnderstand WHY (CREATE

MEANING)

Apply HOW

(IMPLEMENT, USE)

Analyze HOW & WHY CONNECTED

Evaluate WHICH ONE

JUDGE CHECK CRITIQUE

CreateREORGANIZE OR ADD VALUE

Factual Knowledge

FACTSLISTS DEFINITIONS

Conceptual Knowledge

RELATIONSHIPS DIFFERENCES SIMILARITIES CONNECTIONS

Procedural Knowledge

STEPS METHODS PROCESSES

Metacognitive Knowledge

LEARNING HOW TO LEARN

A*ABCDE

A*ABCDE

A*ABCDE

A*ABCDE

USUAL GRADES (MARKS) OF AVERAGE LEARNERS

END OF PRESENTATION

mr.jaime.aiu@gmail.com

13 September 2013