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The document outlines various techniques for assessing cognitive levels, application competency, and self-assessment in educational settings. It includes examples such as observation rubrics for geometry, memory matrices for triangle similarity, problem identification for statistics, solution profiles for optimization in calculus, checklists for quadrilaterals, and confidence surveys for probability. Each example serves to evaluate students' understanding and problem-solving abilities across different subjects and grade levels.

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3 views5 pages

Example

The document outlines various techniques for assessing cognitive levels, application competency, and self-assessment in educational settings. It includes examples such as observation rubrics for geometry, memory matrices for triangle similarity, problem identification for statistics, solution profiles for optimization in calculus, checklists for quadrilaterals, and confidence surveys for probability. Each example serves to evaluate students' understanding and problem-solving abilities across different subjects and grade levels.

Uploaded by

doquyennh1201
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Group 1: Techniques for assessing cognitive level

Example 1 – Observation : using a standard assessment rubric

Student’s name: ……………………...

Class: …………..

Day: ………………………

Lesson: Thales’s Theorem in a triangle (grade 8)

No. Criteria Level 1: Level 2: Level 3: Level 4: Level 5:


Unsatisfa Passing Proficient Advanced Excellent
ctory

1 Identify the correct


triangle and the pair
of parallel lines to be
analyzed.

2 Correctly set up the


proportions and
accurately calculate
the ratio of two line
segments.
3 Accurately solve for
the unknown values
(calculate the
solution).

4 Demonstrate how to
apply the Converse of
Thales' Theorem to
prove that two lines are
parallel

Example 2 –Memory matrix

A memory matrix to check Grade 8 students’ understanding after learning the


topics “Three Criteria for Triangle Similarity” and “Similarity Criteria for Right
Triangles”:

Full name: .................................................................​


Class: .......................................................................

Fill in the blanks in the table below:

Condition (Case) Conclusion:


Two triangles are similar
by:

…=…=… the SSS criterion


… = … and the …………. criterion
angle D = angle E

… = … = 90
degree and the …………. criterion
angle C = angle F

… = …. and
… = ……
the …………. criterion

… = … and
…=… the Hypotenuse–Leg (HL)
criterion

Group 2: Techniques for assessing application competency

Example 3 – Problem identification (Statistics, Middle school – Grade 7)

Topic: Types of problems


●​ Technique: Identify problem type
●​ Task: Match each situation with correct type:
1.​ “Find the average score of a class”
2.​ “Find probability of getting heads when tossing a coin”
3.​ “Find percentage of students passing exam”
●​ Options:​
a) Mean calculation​
b) Probability problem​
c) Percentage problem

Correct answers:​
1–a, 2–b, 3–c

Purpose:​
Assess ability to recognize statistical problem types.

Example 4 – Solution profile (Algebra/Calculus, High school – Grade 11)

Topic: Optimization (derivatives)

●​ Technique: Solution profile


●​ Task:​
“A rectangle has perimeter 40m. Find dimensions for maximum area.”
●​ Student describes steps:
1.​ Let width = x => length = 20 – x
2.​ Area: f(x) = x(20 - x)
3.​ Take derivative
4.​ Solve f’(x) = 0
5.​ Conclude dimensions

Purpose:​
Evaluate problem-solving process, not just final answer.
Group 3: Self-assessment & feedback techniques

Example 5 – Checklist by topic (Geometry, Middle school – Grade 8)

Topic: Quadrilaterals

Criteria Yes No

I know what a quadrilateral is

I can identify types (parallelogram, rectangle, square,


trapezoid)

I know basic properties of each type

I can solve simple problems using these properties

Example 6 – Confidence survey (Statistics/Probability, High school – Grade 12)

Topic: Probability

Statement Low Medium High

I understand basic probability concepts

I can calculate probability of simple events

I can apply probability formulas correctly

I feel confident solving probability problems

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