Each test and examination must cater for a range of cognitive levels in the correct allocation (see the table below).


Setting tests and tasks for different cognitive levels


Percentages indicating the proportion of low, middle and high order questions in tasks, tests and exams


Useful verbs to use when setting questions


Knowing science and technology


Understanding science and technology


Applying scientific and technological knowledge


Evaluating, analysing,


synthesising scientific and technological knowledge


Low order questions


50%


State Name Label List and others….


Middle order questions 35%


Explain Describe Compare Plan Rearrange Give an example and others


Cognitive level Lower order Middle order Higher order


Predict Compare Design Use knowledge to demonstrate and others…


High order questions


15%


Evaluate Suggest a reason Interpret and others…


Description of skill to be demonstrated


Assessing knowledge and remembering Assessing understanding and application Analysing, evaluating and creating


Weighting (%) 50 35 15


In the ‘Exam words’ boxes of the Learner’s Book, this course presents the terminology that will help introduce learners to exam questions pitched at the appropriate cognitive level. Learners should get as much exposure to these words as possible before tackling formal assessment tests and exams. The activities of the Learner’s Book are all structured using these instruction verbs. Their definitions on first use in each strand are explained on the page to help grow learners’ familiarity with the terminology, which they will encounter in formal assessments.


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