Documentos de Académico
Documentos de Profesional
Documentos de Cultura
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• Use a tree chart to show main ideas • Use a cycle chart to show stages
and supporting details: in a process:
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Thinking Skills
There are different levels of thinking that you use every day. These thinking skills have been described
according to something called “Bloom’s Taxonomy.” This fancy term describes the different levels of think-
ing that you use to understand something, solve a problem, or judge an answer. By being aware of which
thinking skills you are using to approach different tasks, you can pose different questions to consider the
task from several perspectives.
SKILL
Demonstrate knowledge of who, what, when, where, How would you explain...?
KNOWLEDGE
previously learned material choose, find, how, define, How would you show...?
by recalling facts, terms, label, show, list, name, relate, Can you select...?
basic concepts, and answers recall, select
Who were the main...?
Can you list three...?
of facts and ideas by organiz- strate, interpret, explain, How would you interpret...?
ing, comparing, translating, illustrate, outline, rephrase, Which statements support...?
interpreting, giving descrip- summarize, show, classify How would you rephrase...?
tions, and stating main ideas Which is the best answer...?
How would you summarize...?
How would you classify...?
Demonstrate ability to solve apply, build, construct, devel- How would you apply...?
How would you solve...?
APPLICATION
or concepts into parts by infer, conclude, hypothesize How would you classify...?
identifying different compo- What evidence can you find...?
nents, making inferences, and What is the relationship...?
finding evidence to support How would you distinguish...?
generalizations
Demonstrate ability to com- build, choose, combine, com- What would happen if...?
pile information in a different pile, construct, create,
SYNTHESIS
Demonstrate ability to pres- criticize, defend, determine, What is your opinion of...?
EVALUATION
ent and defend opinions by evaluate, judge, justify, rec- How would you evaluate...?
making judgments about ommend, interpret, prioritize, How would you select...?
information, the validity of criteria, prove, assess,
How would you judge...?
ideas, or quality of work decide, support, estimate
based on criteria Why was it better or worse...?
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Test-Taking Strategies
Read the test question by paying careful attention to all parts of the prompt, including guide-
lines and specific requirements.
Evaluate the question by underlining or highlighting key words or phrases that tell you exactly
what your response needs to include (see the list of command words below).
Arrange your response before you begin drafting by completing a brief outline or map of your
ideas; you will probably only have time to produce a single draft of your response, so it’s
important to organize your ideas before you begin.
Draft your response, and be sure to fulfill the demands of the task; use details and descriptive
language to develop your response.
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Test-Taking Strategies
Describe Outline
Use specific details to create a mental This asks you to list the main ideas and sup-
picture for the reader. porting details related to the task or topic.
Discuss Reflect
This asks for a DETAILED explanation consider- Take time to look back and think about your
ing the possible outcomes and where possible, work; as it relates to the portfolio assessment,
offering support for your ideas. reflecting involves looking at the work you have
produced over time to find evidence of your
Evaluate strengths and opportunities for growth or to
This asks you to judge or assess something, think about a past experience.
using whatever information or criteria are avail-
able. Relate
Make connections, usually between two pas-
Explain (how or why) sages, between two characters, or between
This needs a detailed response with reasons your personal experience and the events of a
about HOW something takes place (e.g. how a story. Be sure to explain the connections that
character changes, how a bill becomes a law) you see so that they are clear to your reader.
or WHY something takes place (e.g., what
motivates a character to change, the complex Suggest
steps involved in a bill becoming a law). This asks you to give your own opinion based on
evidence presented to you.
Interpret
Use ideas and information from the text to
develop your own ideas; interpreting often
involves drawing your own conclusions and then
explaining them to your reader. This requires TIP TO TAKE
you to think beyond the information you are
provided. Form your own questions
as
you read and practice askin
g
yourself questions that req
uire
different thinking skills an
d use
different command words
.
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Strategies for Answering
Multiple Choice Questions
• Consult your notes and/or the reading • Study the context to help you infer the
selections as needed. meaning.
Some of the key ideas and details you have If the question refers to one or more specific
underlined or marked are likely to appear in the lines of text, re-read those lines before trying
questions. However, don’t rely just on your to answer. Also review the surrounding context.
notes or your memory. You’ll need to refer to the Poetry and other literary selections typically
selections to answer some of the questions. For require you to “read between the lines.” Context
poetry, in particular, you may need to re-read clues can help, especially when you’re trying to
certain lines a few times in order to answer a analyze imagery or interpret symbolism. Don’t
question. rush to answer: re-read the relevant lines, and
• Read each question carefully. think about them before making your choice.
This may seem obvious, but be sure you under- • Take a moment to think about the
stand the question before considering the question before looking at the answers.
answers. Watch for particular words or phrases Try to think what the answer should be. This
that offer clues to the correct answer. For strategy can help to confirm your gut feeling,
questions on literary elements and techniques, which is usually right.
choose your answer with special care. Watch for • Re-read the question as needed.
questions that ask you to identify an element Sometimes re-reading the question with each
common to both selections. possible answer is helpful, particularly with
• Beware of distracters. sentence-completion questions.
Distracters are choices that are designed to • Read, compare, and consider all the
mislead you. These answers might contain key
choices before picking one.
words that are relevant to the text but do not
This is especially important for literary selec-
answer the question.
tions because questions may deal with multiple
• Learn the language of questions and levels of meaning, and the differences between
answers. the choices may be subtle.
Consider "all of the above" and "none of • Narrow your search.
the above." Examine the "above" alternatives If you’re not sure which answer is correct, cross
to see if all of them or none of them apply out choices you know are incorrect. Then focus
totally. If even one does not apply totally, do not your attention on the remaining choices.
consider "all of the above" or "none of the above" Choose the best and most complete answer.
as the correct answer. Make sure that a state-
ment applies to the question since it can be • Don’t spend too much time on a really
true, but not be relevant to the question at difficult question.
hand. Make your best choice and move on to the next
Note negatives. If a negative such as "none", question. If you have time left over, you can
"not", "never", or "neither" occurs in the ques- return to the question you were unsure about.
tion, know that the correct choice must be a Also, you’ll sometimes find that answering one
fact or absolute and that the others choices question helps you to answer another.
could be true statements, but not the correct • Answer every question.
answer. Even if you are completely stumped by a ques-
Note superlatives. Words such as "every", tion, don’t leave it blank. Make your best guess.
"all", "none", "always", and "only" are superla- You have a 25% chance of getting it right!
tives that indicate the correct answer must be
an undisputed fact.
Note qualifying words. "Usually", "often",
"generally", "may", and "seldom" are qualifiers
that could indicate a true statement.
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