Levels of knowing (Level 1, Level 2, Level 3)

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Grading, assessment, and knowing[1]

Introduction[edit]

When you see a standard in this course, you might also see the word "Level 1, Level 2, or Level 3" next to it. Level refers to how deeply you need to understand something. Please below for the actual list of learning verbs, Most learning verbs should be defined. Hover your mouse over a word to see the definition.

The objective level associated with each command term indicates the depth of treatment for a given assessment statement.[2]

  • Level 1: classify, define, draw, label, list, state
  • Level 2: annotate, apply, calculate, describe, design, distinguish, estimate, identify, outline, present, trace
  • Level 3: analyse, comment, compare, compare and contrast, construct, contrast, deduce, demonstrate, derive, determine, discuss, evaluate, examine, explain, formulate, interpret, investigate, justify, predict, sketch, suggest, to what extent

PDF reference[edit]

References[edit]

Give a sequence of brief answers with no explanation.

Arrange or order by class or category.

Give the precise meaning of a word, phrase, concept or physical quantity.

Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.

Add labels to a diagram.

Give a specific name, value or other brief answer without explanation or calculation.

Add brief notes to a diagram or graph.

Use an idea, equation, principle, theory or law in relation to a given problem or issue.

Obtain a numerical answer showing the relevant stages in the working.

Give a detailed account or picture of a situation, event, pattern or process.

Produce a plan, simulation or model.

Make clear the differences between two or more concepts or items.

Find an approximate value for an unknown quantity.

Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.

Give a brief account.

Offer for display, observation, examination or consideration.

Follow and record the action of an algorithm.

Break down in order to bring out the essential elements or structure. To identify parts and relationships, and to interpret information to reach conclusions.

Give a judgment based on a given statement or result of a calculation.

Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Give an account of the similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Develop information in a diagrammatic or logical form.

Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Reach a conclusion from the information given.

Prove or make clear by reasoning or evidence, illustrating with examples or practical application.

Manipulate a mathematical relationship to give a new equation or relationship.

Obtain the only possible answer.

Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Assess the implications and limitations; make judgments about the ideas, works, solutions or methods in relation to selected criteria.

Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Give a detailed account including reasons or causes.

Express precisely and systematically the relevant concept(s) or argument(s).

Use knowledge and understanding to recognize trends and draw conclusions from given information.

Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions.

Give valid reasons or evidence to support an answer or conclusion.

Give an expected result of an upcoming action or event.

Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.

Propose a solution, hypothesis or other possible answer.

Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.