Assignment Ideas and Task Prompts as a Function of Developmental Level
Developmental Level
Foundation: Knowledge and Skills (Stage 3 – PreReflective; lowest cognitive complexity)
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Repeat or paraphrase information from textbooks,
notes, etc.
Reason to single “correct” solution, perform
computations, etc.
Step 1: Identify the Problem, Relevant Information,
& Uncertainties (Stage 4 – Quasi-Reflective; low
cognitive complexity).
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Identify problem and acknowledge reasons for
enduring uncertainty and absence of single “correct”
solution.
Identify relevant information and uncertainties
embedded in the information (may include
“stacking up” evidence to support a given
conclusion).
Step 2: Explore Interpretations & Connections from
Multiple Viewpoints (Stage 5 –Quasi-Reflective;
moderate cognitive complexity).
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Interpret evidence from multiple perspectives.
Recognize and control for own biases.
Articulate assumptions and reasoning associated
with alternate points of view.
Organize information in meaningful ways to
encompass problem complexities.
Task Prompts That Address These Skills
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Calculate _______________________.
Define _____________________.
Define in your own words ______________.
Describe _______________.
List the pieces of information contained in __________
(specific narrative/paragraph/text).
Recite the arguments about ___________ (assuming
arguments are explicitly provided in textbook, notes, etc.).
Identify Relevant Information:
 List data or types of information relevant to _________.
 Identify relevant theories, laws, standards, or rules for
_______________.
 Identify different points of view or potential solutions to
______________.
 Describe arguments in favor of ____________.
 Identify evidence that supports a given solution to _______.
Identify Uncertainties:
 Explain why people disagree about _____________.
 Explain why _______ can’t be known with certainty.
 Identify aspects of _______ in which uncertainty is a major
factor.
 Explain why even an expert about _________ can’t predict
with certainty what will happen when __________.
 Describe why there is no single “correct” way to _______.
 Identify risks associated with ___________.
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Describe the pros and cons (or strengths/weaknesses) of
___________.
Analyze the costs and benefits of _____________.
Identify assumptions associated with ___________ (a given
viewpoint or multiple viewpoints).
Interpret and evaluate the quality of evidence related to
__________.
Compare/contrast the arguments related to two or more
solutions to ______________.
Explain how alternative solutions might affect ______ (one
or more individuals, organizations, groups, or other
stakeholders).
Identify and discuss the implications of your own
experiences and preferences for how you think about
___________.
Develop one or more ways to organize information and
analyses to help you think more thoroughly about _______.
*Note: the 3 developmental levels described here on this page are the most common exhibited among
undergraduates. In terms of independent/functional level, most Freshmen typically enter at the Foundational level (Prereflective). Most graduating seniors exhibit independent mastery of Step 2 skills (Quasi-reflective). Higher levels may be
seen among undergraduates, but typically only in the context of high contextual support (optimal level). Independent
functioning at these higher levels is typically only observed among advanced graduate students and professionals.
Developmental Level
Step 3: Prioritize Alternatives & Communicate
Conclusions (Stage 6 – early Reflective; high cognitive
complexity)
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After thorough analysis, develop and use reasonable
guidelines for (a) prioritizing factors to consider and
(b) choosing among solution options.
Communicate appropriately for a given audience
and setting.
Task Prompts That Address These Skills
Prioritize & Conclude:
 Prepare and defend a solution to _____________.
 Identify which issues you weighed more heavily than other
issues in arriving at your conclusions about ___________.
 Explain how you prioritized issues in reaching a solution to
_____________.
 Develop reasonable policies for _____________.
 Develop an effective plan for addressing ___________.
 Describe how the solution to ___________ might change,
given different priorities on important issues.
 Explain how you would respond to arguments that support
other reasonable solutions to _____________.
Tailor Communication to Audience:
 Identify the most important information needs of the
audience for communicating your recommendation about
___________.
 Explain how you designed your memo/presentation/etc. to
effectively communicate to your audience.
 Describe how you would communicate differently about
___________ in different settings.
Step 4: Integrate, Monitor, & Refine Strategies for
Re-addressing the Problem (Stage 7 – Reflective;
highest cognitive complexity)
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Acknowledge and explain limitations of endorsed
solution.
Integrate skills in on-going process for generating
and using information to monitor strategies and
make reasonable modifications.
Acknowledge Limitations:
 Describe the limitations of your proposed solution to
___________.
 Explain the implications of limitations to your proposed
solution to ______________.
 Describe conditions under which you would reconsider
your solution to ______________.
 Explain how conditions might change in the future,
resulting in a possible change in the most reasonable
solution to _____________.
Creating & Monitoring Strategies:
 Develop strategies for generating new information about
_____________.
 Establish a plan for monitoring the performance of your
recommended solution to _____________.
 Establish a plan for addressing the problem strategically
over time.
Adapted from Wolcott & Lynch (2001, 2006). Original versions available at http://www.WolcottLynch.com. Based on
King and Kitchener’s (1994) reflective judgment model and Fischer and Bidell’s (1998) dynamic skill theory.