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Using the New Taxonomy of Educational Objectives to Plan for Assessment Diane E. Paynter Using the New Taxonomy of Educational Objectives to Plan for Assessment Diane E. Paynter Marzano Research Lab [email protected] com 303 -263 -2398

Eighth Grade Social Studies Topic: Significant Individuals and Events Complex C 1 C 2 Eighth Grade Social Studies Topic: Significant Individuals and Events Complex C 1 C 2 Understands how different nations battled for economic dominance in Colonial America Understands how important it was for the colonies to unite to preserve Colonial America Simple S 1 S 2 S 3 Knows the definition of the following terms: rivalry, motive, mercantilism Knows that the Louisiana Purchase doubled the size of the United States and its economy Knows important facts about Colonial America Test Question Taxonomy Process Rubric 1. S 3 For centuries, France and Britain have been competing for what? Retrieval Recalling 2 2. C 1 How did France and Britain’s rivalry in Europe affect their relationship in Colonial America? Analysis Generalizing 3 3. S 3 As English settlements began pressing westward, pushing up against the French-held territory, how did the French react? Retrieval Recalling 2 4. C 1 If you were a Native American living in 1756, who would you most likely be more friendly with – the British or the French? Why? Analysis Constructing Support 3 5. C 1 Compare the motives between France and England regarding land occupation in America. Analysis Matching Comparison 3 6. S 1 Define mercantilism. Retrieval Recalling 2 7. S 1 Define rivalry. Retrieval Recalling 2 8. S 1 Define motive. Retrieval Recalling 2 9. S 2 Describe the overall effects of the Louisiana Purchase? Retrieval Recalling 2 10. C 1 What was the main reason the French were upset about the movement westward of English settlements? Comprehension Integrating 3 11. C 1 What did Ben Franklin foresee as a real problem facing Colonial America as tensions grew between France and England in America? Analysis Generalizing 3 12. C 2 If you were in charge of the Albany Plan of Union, how would you reach your goal to unify the colonies? Keep in mind that each colony liked its independence and was not easily convinced to unify with the other colonies. Knowledge Utilization Problem Solving 4 Diane E. Paynter, Marzano Research Lab

Eighth Grade Language Arts Topic: Spelling Complex C 1 C 2 C 3 Analyzes Eighth Grade Language Arts Topic: Spelling Complex C 1 C 2 C 3 Analyzes unfamiliar words using spelling conventions Uses regular and irregular structural changes when spelling unfamiliar words Analyzes unfamiliar words by breaking words into basic parts (e. g. , prefixes, suffixes, root words, affixes) Simple S 1 S 2 S 3 Knows the meaning of the following terms: prefix, suffix, affix, root word Knows the difference between a regular and irregular structural change Identifies basic parts of unfamiliar words Test Question Taxonomy Process Rubric 1. C 3 Define these unfamiliar words by breaking them down into their basic parts (roots, affixes). Write a one sentence definition. intercity, immobile, unmanageable, borogoves, whiffling Retrieval Recalling 3 2. C 2 Add the correct suffix to make each of the following regular and irregular nouns plural. tax___, ox__, echo__, child___, patio___, mouse___, key___, octopus___, city___, deer___, staff___, slacks___, knife___, nucleus___. Retrieval Executing 3 3. C 1 Sort the following words into the spelling conventions learned in class. diaries, changed, fries, awed, wrapped, wives, napping, grumpier, raced, appendices, happily, running. Analysis Classifying 3 4. S 3 Choose one of the previously sorted groups. How does this group use RACE. Retrieval Recalling 2 5. S 1 Match the following definitions to the terms 1. convention 2. prefix 3. suffix 4. affix 5. root a. A word part with a specific meaning at the end of a word. b. The main part of the word that contains its core meaning. c. A rule, method, or practice established by usage. d. A word part with a specific meaning at the beginning of a word. Retrieval Recognizing 2 Diane E. Paynter, Marzano Research Lab

Eighth Grade Language Arts Topic: Spelling Complex C 1 C 2 C 3 Analyzes Eighth Grade Language Arts Topic: Spelling Complex C 1 C 2 C 3 Analyzes unfamiliar words using spelling conventions Uses regular and irregular structural changes when spelling unfamiliar words Analyzes unfamiliar words by breaking words into basic parts (e. g. , prefixes, suffixes, root words, affixes) Simple S 1 S 2 S 3 Knows the meaning of the following terms: structural changes, spelling conventions Knows the difference between a regular and irregular structural change Identifies basic parts of unfamiliar words Test Question Taxonomy Process Rubric 6. S 3 Identify the root (1), prefixes (3) and suffixes (5) in the following word by circling the root, underlining the prefixes once, and underlining the suffixes twice. Antidisestablishmentarianism Retrieval Recalling 2 7. S 2 Circle the correct plural form of the following words, using regular and irregular structural changes. Retrieval Recognizing 2 Retrieval Recalling 2 match fox wolf alumna dish enemy radius man dress potato 8. S 2 matchs foxes wolfs alumnas dishs enemies radius’ mans dresses potatoes matches foxs wolves alumnae dishes enemys radii men dress’ potatos For the following words, label whether regular or irregular structural changes apply. _________ matches _________ running _________ women _________ teeth _________ tomatoes Diane E. Paynter, Marzano Research Lab

Fifth Grade Science Topic: Living Things and the Environment Complex C 2 C 3 Fifth Grade Science Topic: Living Things and the Environment Complex C 2 C 3 Understands that environmental changes have different effects on different organisms Understands how human activity impacts the environment Simple S 1 Knows the meaning of the following terms: producers, consumers, decomposers, predators, ecosystem, food web Understands how food webs depict relationships between different organisms Understands factors that affect environmental change S 2 S 3 Test Question Taxonomy Process Rubric 1. S 1 A ____ is a producer. (horse, rabbit, yucca, deer) Retrieval Recognizing 2 2. S 1 Name three producers. Retrieval Recalling 2 3. S 2 Using the sun as the primary energy source, make an energy pyramid with at least four levels. Comprehension Symbolizing 2 4. S 1 Explain the relationship between producers and consumers. Retrieval Recalling 2 5. S 2 Draw a food web depicting the energy flow in an ecosystem. Comprehension Symbolizing 2 6. C 2 Determine three attributes on which you will compare three organisms. Identify how they are similar and different based on these attributes. Analysis Matching Comparison 3 7. C 2 Classify the following organisms and specify the attribute(s) that the items must have for membership in each category. Analysis Classifying 3 8. C 2 Identify any logical errors in our Toothpick Fish Lab when compared to what happens in the real world. Explain your answer. Analysis Analyzing Errors 3 9. C 2 Based on our Toothpick Fish Lab, infer how traits other than color would impact prey populations. Explain your answer. Analysis Generalizing 3 10. C 3 Using our Toothpick Fish lab data, predict what would happen to the prey population if an industrial accident caused the death of all the seaweed in an ecosystem. Knowledge Utilization Investigating 3 Diane E. Paynter, Marzano Research Lab

Fifth Grade Science Topic: Living Things and the Environment Complex C 2 C 3 Fifth Grade Science Topic: Living Things and the Environment Complex C 2 C 3 Understands that environmental changes have different effects on different organisms Understands how human activity impacts the environment Simple S 1 Knows the meaning of the following terms: producers, consumers, decomposers, predators, ecosystem, food web Understands how food webs depict relationships between different organisms Understands factors that affect environmental change S 2 S 3 Test Question 11. 12. What is the best graph to display your Toothpick Fish lab data? Explain why? C 3 What would happen if you introduced a species of seaweed that is resistant to the chemicals released into the ecosystem? Explain the possible effects and their consequences. Diane E. Paynter, Marzano Research Lab Taxonomy Process Rubric Analysis Constructing Support 3 Knowledge Utilization Investigating 4

High School Health Topic: Human Reproduction Complex C 1 Understands that abstinence in sexual High School Health Topic: Human Reproduction Complex C 1 Understands that abstinence in sexual activity is a good choice for teenagers if they want to protect their future. Simple S 1 S 2 S 3 Knows the following vocabulary terms : goal, sexual activity, abstinence, parenthood Knows reasons why goal setting is important. Knows why it is important to understand what it means to be sexually active. Test Question Taxonomy Process Rubric 1. S 1 What is a goal? Retrieval Recalling 2 2. S 1 What is sexual activity? Retrieval Recalling 2 3. S 1 What is abstinence? Retrieval Recalling 2 4. S 1 What is parenthood? Retrieval Recalling 2 5. S 2 Why is goal setting important? Retrieval Recalling 2 6. S 3 Why is it important to understand what it means to be sexually active? Comprehension Integrating 2 7. C 1 Mike is 17 years old. And is dating your best friend Nicole, who is 15 years old. Mike claims to love Nicole and wants her to have sex with him. Based on our class discussions, what advice would you give Nicole and why? Comprehension Integrating 3 8. C 1 Develop an argument in favor of abstaining from sexual activity during the teenage years. Analysis Constructing Support 3 9. C 2 Analyze the various perspectives and reasons that the following individuals would have both for and against the issue of early pregnancy: the child, the father, the mother, the grandparents, teachers Analysis Analyzing Perspectives 4 10. C 2 Project what the next three years of your life would be like if you were a junior in high school who just found out that you were pregnant. Knowledge Utilization Investigating 4 Diane E. Paynter, Marzano Research Lab

High School Topic: Complex C 1 Understands that the quality of meat is dependent High School Topic: Complex C 1 Understands that the quality of meat is dependent upon what meat is selected, how it is stored, and how it is cooked Simple S 1 S 2 S 3 Knows the following vocabulary terms : veal, wholesale cuts, pork, variety meats, beef, retail cuts, lamb Knows what nutrients are provided by meat Knows how to select and care for meat Test Question 1. Match the following terms and identifying phrases _____1. Veal than muscle _____2. Wholesale cuts consumers in retail stores _____3. Pork months of age _____4. Variety Meats year old _____5. Beef Process Rubric Retrieval Recognize 2 a. edible parts of animals other _____6. Retail cuts the retail grocery store _____7. Lamb months of age Taxonomy f. large cut of meat shipped to b. small cuts of meat sold to c. meat of cattle less than three d. meat of sheep less than one e. meat of swine g. meat of cattle over 12 2. List three nutrients contributed to the diet by meat. Retrieval Recall 2 3. Identify two ways to help keep meat safer for your family. Retrieval Recall 2 4. What is indicated by a piece of beef that isn’t bright red in color and has course yellow fat? Retrieval Recall 2 5. When and why is meat inspected? Retrieval Recall 2 6. Meat grinding is voluntary, so explain why a meat producer might chose to have his meat graded? Retrieval Recall 2 Diane E. Paynter, Marzano Research Lab

High School Topic: Complex C 1 Understands that the quality of meat is dependent High School Topic: Complex C 1 Understands that the quality of meat is dependent upon what meat is selected, how it is stored, and how it is cooked Simple S 1 S 2 S 3 Knows the following vocabulary terms: veal, wholesale cuts, pork, variety meats, beef, retail cuts, lamb Knows what nutrients are provided by meat Knows how to select and care for meat Test Question Taxonomy Process Rubric If you knew the wholesale cut of meat but didn’t know the retail cut, what clues could you use to determine a cooking method that would produce an appetizing flavorful meal? Analysis Specifying 3 12. Figure the cost per serving of a boneless pork roast costing $2. 99 per pound and ribs costing $1. 79 per pound. Decide which is the better buy for a family of four. Retrieval Executing 2 13. Kevin is a meat cutter at De. Long’s grocery store. The store is known for its hand-trimmed, cut-to-order meats. What personality characteristics and skills would Kevin need to be successful Comprehension Integrating 2 11. C 1 Diane E. Paynter, Marzano Research Lab

Eighth Grade Math Topic: Perimeter, Area, and Volume Complex C 1 C 2 Estimating, Eighth Grade Math Topic: Perimeter, Area, and Volume Complex C 1 C 2 Estimating, developing, and using formulas for volume using cubic units in real world applications Applying strategies to determine surface area and volume of prisms, pyramids, and cylinders Simple S 1 S 2 S 3 Knows the meaning of the following terms: surface area, volume, prism, pyramid, cylinder, net Identifies formulas for volume using cubic units Uses proportional relationships in similar shapes to find missing measures Test Question 1. S 1 2. Taxonomy Process Rubric ____ is the sum of the areas of the faces of a solid figure or a 3 D figure. Retrieval Recalling 2 S 1 _________ Write in the blank the names of each figure above _____ 3. S 1 _____ is a pattern you can form into a space or 3 D figure. 4. C 2 Draw a net that represents a rectangular prism. Comprehension Symbolizing 3 5. S 1 Which of these nets can be folded into cubes? Retrieval Recognizing 2 6. S 3 What is the surface area of a box whose length is 8, width is 3, and height is 4? Formula: SA =2 lw+2 lh+2 wh Retrieval Executing 2 7. S 3 Joseph is trying to wrap a can of mixed nuts that is a birthday gift for his sister. The can has a radius of 8 cm and a height of 10 cm. Approximately how many square centimeters of wrapping paper will cover the gift? Explain why we have to approximate the wrapping paper to be used, if you have an exact answer. Retrieval Executing 2 Diane E. Paynter, Marzano Research Lab

Eighth Grade Algebra Topic: Perimeter, Area, Volume Complex C 1 C 2 Estimating, developing, Eighth Grade Algebra Topic: Perimeter, Area, Volume Complex C 1 C 2 Estimating, developing, and using formulas for volume using cubic units in real world applications Applying strategies to determine surface area and volume of prisms, pyramids, and cylinders Simple S 1 S 2 S 3 Knows the meaning of the following terms: surface area, volume Identifies formulas for volume using cubic units Uses proportional relationships in similar shapes to find missing measures Test Question 8. C 1 Taxonomy Which figure would cost more to paint? Show your work. Process Rubric Retrieval Executing 3 L= 5 in W= 5 in H= 8 in D= 6 in H= 10 in 9. C 1 A company wants to cut costs by redesigning its soda cans. Designer Joe ways that a can with a radius of 3 inches by the height of 4 inches is more cost effective that engineer Bob’s design with a radius of 6 inches by the height of 1 inch. Decide which engineer is correct. Show your work to prove your answer. Retrieval Executing 3 10. C 1 Decide which of these cans would be more suitable for the consumer. Provide support for your opinion. Analysis Constructing Support 4 11. C 1 What would happen to the surface area of a rectangular prism if the width doubled? Retrieval Executing 3 L= 3 cm W= 2 cm H= 4 cm Diane E. Paynter, Marzano Research Lab