TMN3705
Assignment 3 2026
Unique number
Due date: 21 August 2026
QUESTION 1
1.1.1 Classification of Bloom’s taxonomy into cognitive levels
Order of thinking Cognitive level Meaning in NSTech
assessment
Lower order Knowing science and Learners recall facts,
technology names, labels, terms and
basic information. Typical
verbs include state, name,
label and list.
Middle order Understanding and Learners explain,
applying scientific and describe, compare, plan,
technological knowledge give examples, predict,
design and use knowledge
in familiar or practical
situations.
,QUESTION 1
1.1.1 Classification of Bloom’s taxonomy into cognitive levels
Order of thinking Cognitive level Meaning in NSTech
assessment
Lower order Knowing science and Learners recall facts,
technology names, labels, terms and
basic information. Typical
verbs include state, name,
label and list.
Middle order Understanding and Learners explain,
applying scientific and describe, compare, plan,
technological knowledge give examples, predict,
design and use knowledge
in familiar or practical
situations.
Higher order Evaluating, analysing and Learners examine
synthesising scientific and relationships, interpret
technological knowledge information, give reasons,
judge evidence and
combine ideas to reach a
reasoned conclusion.
The Intermediate Phase CAPS groups knowing as lower-order thinking,
understanding and applying as middle-order thinking, and evaluating, analysing and
synthesising as higher-order thinking (Department of Basic Education [DBE], 2011,
p. 67).
1.1.2 Distribution of marks
, Lower-order questions: 50% of the marks.
Middle-order questions: 35% of the marks.
Higher-order questions: 15% of the marks.
This distribution ensures that an assessment includes basic knowledge as well as
opportunities for learners to apply and reason with scientific and technological
knowledge (DBE, 2011, p. 67).
1.2 Essence of the cognitive levels in Bloom’s taxonomy
Knowledge
Knowledge is the ability to remember information that has already been learned. In
NSTech, a learner may name the parts of a plant, list types of materials or state the
steps in a design process. The emphasis is on accurate recall rather than
explanation (University of South Africa [Unisa], 2021, p. 39).
Comprehension
Comprehension means that the learner understands the meaning of information and
can explain it in their own words. For example, a learner can explain why plants
need sunlight or describe how a structure becomes stronger when it is supported
with struts (Unisa, 2021, p. 39).
Application
Application requires the learner to use knowledge in a particular situation. A learner
may apply knowledge of strong shapes to design a bridge model or use knowledge
about conductors and insulators when building a simple circuit (Unisa, 2021, p. 39).
Analysis
Analysis involves breaking information into parts and identifying the relationships
between those parts. In NSTech, a learner could compare two designs, identify why
one structure failed, or analyse how different organisms are linked in a food web
(Unisa, 2021, p. 39).
Assignment 3 2026
Unique number
Due date: 21 August 2026
QUESTION 1
1.1.1 Classification of Bloom’s taxonomy into cognitive levels
Order of thinking Cognitive level Meaning in NSTech
assessment
Lower order Knowing science and Learners recall facts,
technology names, labels, terms and
basic information. Typical
verbs include state, name,
label and list.
Middle order Understanding and Learners explain,
applying scientific and describe, compare, plan,
technological knowledge give examples, predict,
design and use knowledge
in familiar or practical
situations.
,QUESTION 1
1.1.1 Classification of Bloom’s taxonomy into cognitive levels
Order of thinking Cognitive level Meaning in NSTech
assessment
Lower order Knowing science and Learners recall facts,
technology names, labels, terms and
basic information. Typical
verbs include state, name,
label and list.
Middle order Understanding and Learners explain,
applying scientific and describe, compare, plan,
technological knowledge give examples, predict,
design and use knowledge
in familiar or practical
situations.
Higher order Evaluating, analysing and Learners examine
synthesising scientific and relationships, interpret
technological knowledge information, give reasons,
judge evidence and
combine ideas to reach a
reasoned conclusion.
The Intermediate Phase CAPS groups knowing as lower-order thinking,
understanding and applying as middle-order thinking, and evaluating, analysing and
synthesising as higher-order thinking (Department of Basic Education [DBE], 2011,
p. 67).
1.1.2 Distribution of marks
, Lower-order questions: 50% of the marks.
Middle-order questions: 35% of the marks.
Higher-order questions: 15% of the marks.
This distribution ensures that an assessment includes basic knowledge as well as
opportunities for learners to apply and reason with scientific and technological
knowledge (DBE, 2011, p. 67).
1.2 Essence of the cognitive levels in Bloom’s taxonomy
Knowledge
Knowledge is the ability to remember information that has already been learned. In
NSTech, a learner may name the parts of a plant, list types of materials or state the
steps in a design process. The emphasis is on accurate recall rather than
explanation (University of South Africa [Unisa], 2021, p. 39).
Comprehension
Comprehension means that the learner understands the meaning of information and
can explain it in their own words. For example, a learner can explain why plants
need sunlight or describe how a structure becomes stronger when it is supported
with struts (Unisa, 2021, p. 39).
Application
Application requires the learner to use knowledge in a particular situation. A learner
may apply knowledge of strong shapes to design a bridge model or use knowledge
about conductors and insulators when building a simple circuit (Unisa, 2021, p. 39).
Analysis
Analysis involves breaking information into parts and identifying the relationships
between those parts. In NSTech, a learner could compare two designs, identify why
one structure failed, or analyse how different organisms are linked in a food web
(Unisa, 2021, p. 39).
