LEVELED ASSESSMENT

QUESTIONS

Paula Sokolik psokolik@bolivarschools.org

Abstract Verbs and Question Stems to create a leveled assessment.

Information is taken and adapted from Costa’s Levels of Thinking and Questioning & Bloom’s Taxonomy

Basement

Ground Floor

Penthouse

Adapted from Costa’s Levels of Thinking and Questioning and Bloom’s Taxonomy

Basement Thinking and Questioning

Example of Question Stems:

What is …?

Where is …?

How did ____ happen?

When did …?

Who were the main …?

When did ____ happen?

Recall …

Select …

List …

Which one …?

Describe …

How would you show …?

What facts ____?

Which statements support ____?

Which is the best answer?

Define ____.

Identify ________.

Label _____.

What does ____ mean?

What does it say in the text about _____?

What information is given?

Locate in the story where …

When did _________ take place?

Point to the …

Name the …

What is the origin of the word ____?

Define Label Tell Select Repeat Match Describe Who Name Identify Recall What Give example Record Collect When Restate Rewrite Group Where Express Recognize Find Which List Locate Quote Choose State Paraphrase Recite Observe

Adapted from Costa’s Levels of Thinking and Questioning and Bloom’s Taxonomy

What events lead to ___?

Ground Floor Thinking and Questioning

Example of Question Stems:

How would you classify the type of …?

How would you compare …?

How would you contrast…?

How would you rephrase the meaning …?

Explain what is happening….

What is the main idea of …?

Which statements support …?

How would you summarize …?

Explain what is meant by _____.

How would you use …?

How would you organize _____ to show _____?

How would you show your understanding of _____?

Apply what you learned to develop….

What would result of …

What is the relationship between …?

What conclusions can you make …?

Infer ______

What is the relationship between _____ and ______?

What is the function of _____?

How would you evaluate ____?

Based upon the text, explain ____?

What information would you use to support _____?

Why did the character choose _____

Explain Design Translate Interpret Infer Construct Change Assemble Demonstrate Solve Outline Debate Compare Question Distinguish Take Apart Contrast Imply Analyze Report Summarize Use Compile Manipulate Categorize Compute Organize Formulate Compose Illustrate Revise Demonstrate

Adapted from Costa’s Levels of Thinking and Questioning and Bloom’s Taxonomy

Penthouse Thinking and Questioning

Example of Question Stems:

What would happen if…?

What occurs when…?

What other ways could ____ be interpreted?

What information supports your explanation?

What is the message in ____?

What does ____ suggest about ___?

What lines from the passage express the author’s feelings about _____?

What is the author trying to prove? What evidence does the author present?

Describe the events that might occur if …?

What is the theme? Provide textual evidence to justify.

Make a distinction between _________ and ___________.

Compile textual facts to support ____________.

Propose an alternative …

Why was it better that …?

What inference can you make …?

How would you justify …?

What choice would you have made …?

Could the method for solving this problem work for other problems?

Explain it in a different way.

Describe a real life situation where this can be applied.

How would you interpret the message of the text?

Make a model of a new or different way to share the information.

Is there more than one way to solve the problem? Could there be other correct answers?

How do you know the solution is correct?

Judge Apply Elaborate Interpret Value Hypothesize Compose Analyze Evaluate Model Design Simplify Justify Utilize Criticize Synthesize Decide Function Argue Propose Assess Classify Prove Debate Conclude Examine Defend Document Develop Distinguish Prioritize Critique

Adapted from Costa’s Levels of Thinking and Questioning and Bloom’s Taxonomy

English Basement Questioning Stems What information is given? Locate in the story where... When did the event take place? Point to the... List the... Name the... Where did...? What is...? Who was/were...? Illustrate the part of the story that... Make a map of... What is the origin of the word ___________? What events led to ______? Ground Floor Questioning Stems What would happen to you if... Would you have done the same thing as...? What occurs when...? Compare and contrast ______ to_______ . What other ways could ____ be interpreted? What is the main idea of the story (event)? What information supports your explanation? What was the message in this piece (event)? Give me an example of... Describe in your own words what________ means. What does __________ suggest about ____________’s character? What lines of the poem express the poet’s feelings about____________? What is the author trying to prove? What evidence does he present? Penthouse Questioning Stems Design a ______ to show... Predict what will happen to_______ as _______ is changed. Write a new ending to the story (event)... Describe the events that might occur if... Add something new on your own that was not in the story... Pretend you are... What would the world be like if...? Pretend you are a character in the story. Rewrite the episode from your point of view. What do you think will happen to _______? Why? What is most compelling to you in this _______? Why? Could this story have really happened? Why or why not? If you were there, would you...? How would you solve this problem in your life?

Adapted from Costa’s Levels of Thinking and Questioning and Bloom’s Taxonomy

Science & Math Basement Questioning Stems What information is given? What are you being asked to find? What formula would you use in this problem? What does____ mean? List the… Name the… Where did…? What is…? Who was/were…? When did…? What are you being asked to find? Explain the concept of… Give me an example of… Describe in your own words what ____ means. What science or math concepts does this problem connect to? Draw a diagram of… Illustrate how ____ works. Explain how you calculate…

Ground Floor Questioning Stems What additional information is needed to solve the problem? Can you see other relationships that will help you find this information? How can you put your data in graphic form? What occurs when…? How would you change your procedures to get better results? What method would you use to…? Does it make sense to…? Compare and contrast _____ to _____. What was important about…? Which errors most affected your results? What are some sources of variability? How do you conclusions support your hypothesis? What prior research and/or formulas support your conclusion? How else could you account for…?

Penthouse Questioning Stems Design a lab to show… Predict what will happen to ____ as _____ is changed. Using a principle of science of math, how can we find…? Describe the events that might occur if… Design a scenario for…? Pretend you are… What would the world be like if… How can you tell if your answer is reasonable? What would happen to ____ if ____ variable were increased/decreased? How would repeated trials affect your data?

Adapted from Costa’s Levels of Thinking and Questioning and Bloom’s Taxonomy

What significance is this experiment/formula to the subject you are learning? What type of evidence is most compelling to you?

Adapted from Costa’s Levels of Thinking and Questioning and Bloom’s Taxonomy

Social Studies

Basement Questioning Stems What information is given? Locate in the story where… When did the event take place? Point to the… List the… Name the… Where did…? What is…? Who was/were…? What are you being asked to find? Explain the concept of… Give me an example of… Describe in your own words what ____ means. Illustrate the part of the story that… Make a map of… This event led to… Describe the scenario…

Ground Floor Questioning Stems What would happen to you if…? Can you see other relationships that will help you find this information? Would you have done the same that as…? What occurs when…? If you were there, would you…? How would you solve this problem in your life? In the library (on the web), find info about… Compare and contrast ____ to ____. What was important about…? What other ways could ____ be interpreted? What things would you have used to…? What is the main idea of the story (event)? What information supports your explanation?

Penthouse Questioning Stems Design a ___ to show… Predict what will happen to ___ as ___ is changed. What would it be like to live…? Write a new ending to the story (event). Describe the events that might occur if… Add a new thing on your own that was not in the story. Pretend you are… What would the world be like if… How can you tell if your analysis is reasonable? Would you recommend this to a friend… why? What do you think will happen to ___? Why? What significance is this event in the global perspective? What is most compelling to you in this___? Why? Do you feel ____ is ethical? Why or why not?

Adapted from Costa’s Levels of Thinking and Questioning and Bloom’s Taxonomy