1. In Language Arts class, Edgar had been
studying poetry for three weeks. For
his culminating project, he recited a
lengthy poem by Robert Frost. The
teacher was amazed by Edgar’s high
level of intelligence and performance
ability.
11. In European History, Dominic was
given the following formative
assessment by his teacher: (a) list
three major battles of World War II
and (b) tell what happened at each
site.
2. Mr. Lee’s Social Studies class reviewed
the Civil War. The teacher used a
Jeopardy PowerPoint as an exciting
final study method for the big test.
12. Bridget had been studying animals for
the past two weeks. For a formative
assessment, her teacher brought in 80
beanie babies (20 for each of the four
classroom tables) and had Bridget,
within her table group, classify the
beanie babies according to a variety of
animal characteristics.
3. David had been studying plants for the
past two weeks. On Friday, his teacher
gave him a test asking him to draw and
label the three main parts of the plant.
Next to each part, the teacher asked
David to give the main function of each
of the three plant parts.
13. While reading The Beatinest Boy,
Danielle noticed some very interesting
qualities of David, the main character.
Her teacher gave the following
formative assessment: create an
“Open-Mind” Portrait of David,
drawing pictures to show his inner
thoughts and emotions.
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4. Mr. Blakesley was always a creature of
habit. Likewise, he always required
14. Mrs. Lively’s students collaborated
specific organization from his students
with the school newspaper for an
in their writing. When Vicki failed to
article on school lunches. For this
turn in a completed outline for her
assignment, the students were in
essay on Shakespeare, Mr. Blakesley
charge of interviewing five students
was furious. Her excellent essay went
and five teachers about their favorite
from an A to a B for lack of prewriting
school lunch items.
effort.
5. Luis had been studying photosynthesis
for the past two weeks. For the
15. D.C. was learning challenging
summative assessment, the teacher
information in Calculus BC. Before the
asked Luis and three classroom
introduction of that day’s concept,
partners to perform a brief skit about
Mr. Charles gave the students the
the process of photosynthesis. Luis
following problem to solve as a class,
was excited to get the opportunity to
using only their prior knowledge:
model his knowledge about plants for
∫ [ (x2) / (1 + x) ] dx
the class.
6. Students conducted an experiment
with matchbox cars and an inclined
plane to investigate the effects of
friction on objects of varying mass.
16. Ms. Hayden’s Kindergarten class
made predictions about their parent’s
favorite ice cream flavors. They
surveyed their parents as homework.
Once they returned, Ms. Hayden
helped them chart the data to make
inferences about their predictions.
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7. Mr. Yin’s class was “Going Green!” For
17. Ms. Jackson’s class collaborated with
their assignment, each student
the WFIE weather crew to create
constructed a plan for saving the
weather tools and make predictions
environment. The plan must include
about upcoming weather patterns.
resources, expenses, and outcomes.
8. Students in Mr. Jones’ class were
studying presidential elections. The
class was divided into Democrats and
Republicans. Each party selected a
presidential candidate based upon
predetermined criteria established by
Mr. Jones. Students from each party
were responsible for defending their
candidate’s platform.
18. Ms. Farrell’s class was measuring the
worth of walking, jogging, and
running, respectively. Using a
pedometer, students assessed the
merit of each form of exercise,
determining which was best at
burning calories in a twenty minute
time span.
9. Sarah and James read Barry Cornwall’s
19. Students identified an economic
poem, “The Sea,” using “Think Aloud
concern for their local community,
Codes” to analyze elements of poetry
researched the causes, interviewed
the author incorporated. The students
people to determine the effects and
then applied some of Cornwall’s
possible solutions, and designed a
elements to create their own poem
proposal to present to the class.
about a vacation to the beach.
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10.
After reading Lord of the Flies,
students are heterogeneously
grouped for a role-playing game.
The game consists of being
stranded on a deserted island.
Students create their own society,
rules, and roles in order to survive.
20. Mr. Goyal arranged his students in
groups of three to write a piece of
music. He explained that the piece
should incorporate knowledge gained
through their Unit on Form. Students
performed in front of peers in an
“American Idol” type of setting.
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Answer Sheet for Bloom’s Taxonomy Blurb Cards
Knowledge: 1, 2, 11
Comprehension: 3, 4, 1, 13
Application: 5, 14, 15
Analysis: 6, 7, 16
Evaluation: 8, 17, `8
Synthesis: 9, 10, 19, 20
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