The theoretical underpinning of the assessment tasks
| Assessment tasks | Theoretical underpinning (Bloom’s cognitive domain) | Types | Justifications | Literature |
|---|---|---|---|---|
| 1: Oral questioning, 2: short-answer quizzes, 3: one-sentence summary, 4: self-assessment | Remembering | Formative and convergent | For assessing LOTS | Chapman and King (2005), Khalil and Elkhider (2016), Marashi and Akbar-Hosseini (2019) |
| Understanding | ||||
| 5: Graphic organiser | Applying | |||
| 6: Write it down, 7: peer assessment | Analysing | Formative and divergent | For assessing HOTS | |
| 8: Check for transfer, 9: metacognition | Evaluating | |||
| 10: Creating matrix table, 11: extension project, 12: group presentation of creative tasks, 13: assignment | Creating |
| Assessment tasks | Theoretical underpinning | Types | Justifications | Literature |
|---|---|---|---|---|
| 1: Oral questioning, 2: short-answer quizzes, 3: one-sentence summary, 4: self-assessment | Remembering | Formative and convergent | For assessing LOTS | |
| Understanding | ||||
| 5: Graphic organiser | Applying | |||
| 6: Write it down, 7: peer assessment | Analysing | Formative and divergent | For assessing HOTS | |
| 8: Check for transfer, 9: metacognition | Evaluating | |||
| 10: Creating matrix table, 11: extension project, 12: group presentation of creative tasks, 13: assignment | Creating |
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