Guiding Students in Writing Data Response Answers Using Bloom’s Taxonomy for Critical Thinking, pp. 5 of 8

Analysis 2: Stage 3 (Post-test) VS Stage 1 (Pre-test)

While the pre-test had a 13.9% pass rate, there was a 61.1% pass rate for the post-test. However, we had 16.7% of students whose results dropped by a range of 0.5 to 2 marks. The students who had dropped were either students who had done well at the pre-test or had not done well from the start. The majority of the students had an increase of 0.5 to 1 marks. Upon further analysis, many of these students were the weaker students. Approximately 50% of these students who had an increase of 0.5 to 1 mark still failed the post-test despite the increase in marks. 

Qualitative Analysis of Stage 3 (Post Test)

With the guide as a reference point, each script was colour-coded and analysed. When analysed, we noticed that many students were able to reach the stage of Analysing, to a certain extent. They were able to compare the general trend and provide the necessary data to support their points. This is shown in Sample 1 below, where like many others, the student was clearly able to go through the basic steps of identifying the examples of a Developed Country and a Less Developed Country from all the countries given, identifying the variables and applying the content knowledge taught on the level of development and consumption of food. This showed us that the students generally were able to apply the content knowledge taught to them in the context of this question and could do basic analysis of the data.

Sample 1: Post Test Answer

The US (an example of a DC) has the highest average total expenditure but the lowest percentage of household expenditure while Kenya (an example of an LDC) has the lowest average total household expenditure but the highest percentage spent on food. Hence, the higher the average total household expenditure, the lower the percentage of household expenditure spent on food.

We also noticed that students tended to state the data instead of analyzing it. They did not use the necessary vocabulary such as the largest or sharpest increase (Sample 2). From Sample 2, the student merely stated the data or the relationship. While some form of analysis was done by the student implicitly, it was not explicitly stated.

Related Teaching Materials

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An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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