Aligning assessments by domain
While the tables below do not list all possible examples of assessment measures, they provide ideas of options for measuring student learning at different levels for a cognitive domain and an affective domain.
Aligning Assessments to Cognitive Domain
The cognitive domain measures that students know and can do. While multiple taxonomies measure the cognitive domain, Bloom’s taxonomy, a hierarchical taxonomy consisting of 6 levels of cognitive learning, is a commonly used one. The levels are associated with measurable verbs used in a learning objective. Certain assessments of learning align with these levels of learning and verbs.
| Level | Description | Example assessments | Example questions |
|---|---|---|---|
| Remember | Recalling & recognizing knowledge | Fill-in-the-blanks Matching Multiple choice True-false questions | Who? Where? Which one? What? How? What is the best one? Why? How much? When? |
| Understand | Interpreting knowledge | Concept map Summaries Essay Infographics One-minute paper Presentation Papers Class discussions Quizzes Short answers | State in your own words What does this mean? Is this the same as…? Give an example Select the best… Explain what is happening This represents… What seems to be…? Is it valid that…? What seems likely? Show in a graph/table What statement supports…? |
| Apply | Applying knowledge to different situations | Discussion board post E-portfolio Lab reports One-minute paper Presentation Problem-solving task Short answers Exams | Predict what would happen if… Judge the effects Explain what would happen Identify the results if… |
| Analyze | Looking at relationships by breaking down information | Analysis paper Case studies Critique Research paper Review paper | Separate fact from opinion What conclusions? Make a distinction What does the author believe/assume? What ideas apply? What ideas justify the conclusion? What is the relationship between? What is the main idea? |
| Evaluate | Making judgements based on evidence | Persuasive essay Debates Presentation Report Product reviews Problem sets Lab reports | What inconsistences/consistencies appear? Which is more important, moral, logical, valid, appropriate? Find the errors |
| Create | Generating new solutions by compiling information | Research proposal Outlining/creating alternative solutions Grant proposal Musical compositions Performances Business plans Website design | How would you test…? Propose an alternative Solve the following How else would you? Create a solution to… |
Adapted from: IUPUI’s “Bloom’s taxonomy ‘revised’ key words, model questions, & instructional strategies” University of Waterloo’s Centre for Teaching Excellence’s “Bloom’s taxonomy learning activities and assessments”
Aligning to affective domain
The affective domain represents levels of development of attitudes, beliefs, and values. Simillar to the cognitive domain, each level is associated with measurable verbs that identify the depth of emotional response students will possess at the end of the academic experience. Additionally, each level aligns with different types of assessments.
| Level | Description | Sample assessments |
|---|---|---|
| Receiving | Being willing to listen and be aware | Feedback forms One-minute paper Qualitative interview Summary |
| Responding | Actively participating and engaging | Follow procedures Critically question One-minute paper Questionnaires |
| Valuing | Finding value and worth | Group activities Presentation on the importance of… Paper on the importance of… Poster on the importance of… |
| Organization | Integrating and comparing values; resolving conflict | Paper about own abilities and limitation Demonstrating ethical standards |
| Characterization | Valuing demonstrated consistently | Pre/post demonstrating change in behavior Displaying commitment to ethical practice Paper/presentation on valuing diversity of individuals |
Adapted from: University of Waterloo’s Centre for Teaching Excellence’s “Bloom’s taxonomy learning activities and assessments”