Each test and examination must cater for a range of cognitive levels in the correct allocation (see the table on the next page).
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
Understanding science
Applying scientific
knowledge
Evaluating, analyzing,
synthesising scientific
knowledge
Low-order questions 40%
Middle-order questions 45%
High-order questions 15%
State Name Label List Define Describe and others …
Explain Compare Rearrange Illustrate Give an example Calculate Make a generalisation and others …
Cognitive level Lower order Middle order Higher order
Predict Apply Use knowledge to demonstrate Solve Implement Judge
and others… Description of skill to be demonstrated
Assessing knowledge and remembering Assessing understanding and application
Analysing, evaluating and creating
Select Differentiate Analyse Infer Suggest a reason Interpret Discuss Categorise and others …
Weighting (%) 40 45 15
In the examination preparations section of the Learner’s Book, as well as in Section E of this Teacher’s Guide, this course presents the terminology that will help to introduce questions pitched at the appropriate cognitive level. Learners should get as much exposure to these words as possible before tackling formal assessments. The activities in the Learner’s Book are all structured using these instruction verbs. Their definitions in the different units are explained to help grow learners’ familiarity with the terminology which they will encounter in formal assessments.
Projects
Certain practical activities are recommended as suitable for possible projects, in which case the mark should be included as part of the school-based assessment (SBA). Projects are compulsory in the Senior Phase, although they may vary in extent. It may be done in class and should be sufficiently diverse to promote inclusivity.
One project per year in the Senior Phase is compulsory for learners. Projects are of a longer duration than other assessment tasks and learners need to be given enough time to
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