Levels of Thinking

Levels of Thinking

Have I catered for a range of ability by providing opportunities for a range of responses and thinking levels, using the necessary cognitive verbs?

1. Outstanding Levels of Thinking

o Comprehensive assessment tasks are designed that allow students to engage at progressively higher cognitive demands. Students are supported through a range of thinking levels and verbs clearly articulate cognitive requirements using a theoretical framework (such as Bloom or SOLO taxonomy) to underpin the thinking involved.

o The suite of assessments demonstrates that there are high expectations for all learners at all levels of learning and opportunities for extending all learners are strategically planned for.

o Higher order thinking skills such as creativity, problem solving, abstract thinking, and synthesis of ideas across concepts and domains are included and assessed in all tasks.

o The suite of assessment tasks is flexible and varied, strategically utilising a range of assessment modes.

2. High Levels of Thinking

o Clear assessment tasks are designed that allow students to engage at progressively higher cognitive demands. Students are presented with a range of thinking levels and verbs articulate cognitive requirements using a theoretical framework (such as Bloom or SOLO taxonomy) to underpin the thinking involved.

o The suite of assessments demonstrates that there are expectations for all learners at all levels of learning and opportunities for extending all learners are planned for.

o Higher order thinking skills such as creativity, problem solving, abstract thinking, and synthesis of ideas across concepts and domains are included and assessed in tasks.

o The suite of assessment tasks is flexible and varied, covering a range of assessment modes.

3. Satisfactory Levels of Thinking

o Assessment tasks are designed around the thinking progression of the Achievement Standard. Students are presented with a range of thinking levels and verbs articulate cognitive requirements.

o The suite of assessments demonstrates that there are some expectations for most learners to extend their thinking at all levels of learning.

o Questions allow for application of knowledge, understanding and skills and opportunity to demonstrate higher order thinking skills within the learning domain.

o Assessment demonstrates some assessment modes.

4. Minimal Levels of Thinking

o Assessment tasks are limited for the top students who are unable to show the extent of their thinking.

o The suite of assessments demonstrates that there are minimal expectations for learners to extend their thinking.

o Questions are restricted and narrow in conception with minimal opportunity for the student to demonstrate higher order thinking skills or application of knowledge, understanding and skills.

o Assessment is generally in one mode with some small changes to make each task different.

5. No Levels of Thinking

o Assessment tasks are one dimensional and do not encourage a range of thinking levels.

o The suite of assessments demonstrates that there are no expectations for learners to extend their thinking.

o Assessment is in one mode only.