AED3701 ASSIGNMENT (QUESTIONS AND ANSWERS A+ GRADED 100% VERIFIED)

AED3701 ASSIGNMENT (QUESTIONS AND ANSWERS A+ GRADED 100% VERIFIED) QUESTION 1 1.1 When developing assessments, it is crucial to make sure that every learner is given a fair and just chance to achieve the desired results, according to their cognitive ability. 1.1.1 Draw and label an appropriate diagram representing Bloom’s revised taxonomy. (6) 1.1.2 Provide an explanation for each cognitive level outlined in the diagram. (6) 1.2 Discuss the importance of having an assessment plan. 1.1.1 Diagram of Bloom's Revised Taxonomy: (4x2=8) [20] Bloom's Revised Taxonomy categorizes cognitive skills into a hierarchy, with lower-order thinking skills at the bottom and higher-order thinking skills at the top. Here is a simplified representation of the taxonomy: 1.1.2 Explanation of each cognitive level: 1. Knowledge (Remembering): • This is the lowest level of cognitive ability. • It involves recalling facts, information, or concepts from memory. • Assessments at this level typically include multiple-choice questions, true/false questions, or simple fill-in-the-blank exercises. 2. Comprehension (Understanding): • At this level, learners demonstrate their understanding of the material. • They can explain ideas, concepts, or principles in their own words. • Assessments may involve summarizing, paraphrasing, or illustrating concepts. 3. Application (Applying): • Learners use their acquired knowledge and understanding in practical situations. • They solve problems, apply principles, or perform tasks that require the application of what they've learned. • Assessments often include case studies, simulations, or real-world scenarios. 4. Analysis (Analyzing): • At this level, learners break down complex information into its constituent parts. • They identify patterns, relationships, or components within a given context. • Assessments might involve categorization, data analysis, or identifying cause- and-effect relationships. 5. Synthesis (Evaluating): • Synthesis involves creating new ideas or structures by combining existing elements. • Learners generate hypotheses, design solutions, or create original works. • Assessments may include essay questions, project development, or design tasks. 6. Evaluation (Creating): • The highest level of cognitive ability in Bloom's Taxonomy. • Learners critically assess information, arguments, or processes. • They make judgments, provide recommendations, or critique based on evidence. • Assessments might involve debates, critical essays, or peer reviews. 1.2 Importance of Having an Assessment Plan: 1. Fairness: An assessment plan ensures that assessments are designed to be fair to all learners, regardless of their background or cognitive ability. It helps prevent bias and discrimination in the evaluation process. 2. Clarity of Objectives: Assessment plans clarify the specific learning objectives and outcomes that need to be assessed. This ensures alignment between what is taught and what is assessed. 3. Consistency: Having a plan promotes consistency in assessment methods and criteria across different learners and assessment tasks. It reduces the risk of arbitrary grading. 4. Feedback and Improvement: Assessment plans facilitate the collection of feedback on the assessment process. This feedback can be used to improve both teaching and assessment methods. 5. Motivation and Engagement: Knowing what to expect in assessments can motivate learners to engage with the material and study effectively, as they have clear goals to work towards. 6. Legal and Ethical Considerations: Assessment plans help ensure that assessments adhere to legal and ethical standards, such as ensuring accommodations for learners with disabilities. 7. Resource Allocation: They assist in allocating resources effectively, including time, personnel, and materials, for the assessment process. 8. Quality Assurance: Assessment plans contribute to the overall quality assurance of educational programs, helping institutions maintain and improve their educational