Low order


Absorb Count Define Identify Label List Match Memorise Name Outline Point out Quote Recite Recognise Repeat Remember Reproduce Respond Select State Trace


Middle order


Classify Compare Convert Discuss Distinguish Define Demonstrate Describe Estimate Explain Generalise Give examples Illustrate Infer Interpret Match Paraphrase Restate Rewrite Select Summarise Translate


Inclusive assessment


Teachers need to develop adaptive and alternative methods to assess learners with barriers to learning, so that learners are given opportunities to demonstrate competence in ways that suit their needs. Here are some examples of how to assess


these learners while still maintaining the validity of the assessment. • Some learners may need concrete apparatus for a longer time than their peers. • Assessments tasks, especially written tasks, may have to be broken up into


smaller sections for learners who cannot concentrate or work for a long time, or they may be given short breaks during the tasks. Learners can also be given extra time to complete tasks.


21


Change Compute Construct Demonstrate Draw Illustrate Predict Relate Solve Use


Breakdown Differentiate Discriminate Investigate Organise Relate Separate Subdivide


High order


Abstract Arrange Combine Compile Construct Create Design Discuss Formulate Generalise Generate Group Integrate Organise Summarise


Appraise Conclude Contrast Create Critique Criticize Decide Dispute Evaluate Grade Judge Justify Interpret Recommend Support


KNOWLEDGE AND RECALL


COMPREHENSION/ UNDERSTANDING


APPLICATION


CONCEPTUAL REASONING: ANALYSIS


CONCEPTUAL REASONING: SYNTHESIS


CONCEPTUAL REASONING: EVALUATION


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