Bloom's Taxonomy Assessment

Which of the following strategies demonstrate effective application of Bloom's Taxonomy in curriculum design?

• Requiring learners to list all six levels of Bloom's hierarchy

• Designing activities that require learners to categorise tasks by cognitive level

• Using verbs such as "demonstrate", "use", and "implement" in learning outcomes

• Asking students to memorise definitions for each level

Which of the following tasks best align with the "Analyse" level of Bloom's Taxonomy?

• Compare two different curriculum documents and identify structural differences

• Define the term "curriculum mapping"

• Break down the components of an NATED learning outcome

• Match verbs to each Bloom's level without explanation

How can Bloom's Taxonomy improve fairness in assessment design?

• By ensuring assessments are only focused on high-level tasks

• By helping educators align tasks to varying levels of learner readiness

• By guiding the construction of transparent rubrics

• By removing the need for criteria-based marking

Which learning outcomes best reflect the "Evaluate" level in an occupational curriculum?

• Design an improved supply chain workflow based on learner feedback

• Judge the suitability of an assessment task using pre-set criteria

• Describe how to develop a lesson plan

• Analyse the quality of learner responses against a rubric

Which question types would be considered ineffective if used excessively in QCTO-aligned assessments?

• "List the benefits of standardised testing."

• "Explain the purpose of moderation in assessment."

• "State the five steps of the assessment process."

• "Use a moderation checklist to evaluate an assessor's file."

In terms of curriculum design, what does it mean to create using Bloom's highest level?

• Compile elements of a curriculum into a coherent framework

• Use a pre-written assessment template without modifications

• Produce an original course plan aligned to learning outcomes

• Develop a training guide from scratch for workplace orientation

According to Bloom's principles, how should curriculum writers sequence content?

• Begin with creation-level tasks to inspire engagement

• Start with knowledge-based skills and gradually introduce higher-order thinking

• Organise lessons to cover "Remember", then "Understand", and progress upwards

• Randomise all question types to test adaptability

Which activities support staff in understanding Bloom's levels more deeply?

• Grouping verbs by their cognitive demand

• Comparing existing assessment questions and identifying their Bloom's level

• Reading a list of action verbs aloud

• Watching a video on Bloom's Taxonomy and then rewriting sample questions

What should be prioritised when designing assessment tasks for NQF Level 5 learners?

• Higher-order thinking tasks that require justification and creation

• Contextual relevance to occupational or real-world applications

• Only questions that learners can answer with memorised facts

• Clear rubrics that reflect task complexity and expected performance

When using Bloom's Taxonomy to design a formative assessment, what would be suitable tasks?

• Ask learners to evaluate each other's projects using a checklist

• Assign a task that requires them to construct a short presentation

• Provide a fill-in-the-blanks quiz for terminology

• Facilitate a group discussion on improving their learning strategies