According to Stiggins (2012), analysis involves drawing inferences about a whole based on its parts. Stiggins (2012) illustrates analysis by comparing the analytical scoring of a student’s paper to the holistic scoring of a student’s paper. Scoring a paper holistically involves looking at the paper as a whole. Scoring a paper analytically involves looking at the component parts of that paper (i.e. spelling, grammar, organization) and rating each part separately. Students can apply analysis in several ways. Stiggins (2012) gives a language arts example on page 60 of his textbook. He mentions an assignment in which students describe the process they used while writing a term paper. While this is an excellent example of how analysis can be used in the classroom, it does little to tell us how students can be taught to analyze well. It is not enough to tell students to analyze; one must aid them in understanding how to...
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...the desired mental processes. This is not an easy point to get to. At first it may seem as if students are only scratching the service but, with practice and teacher modeling, students can make great strides in understanding not only what they learn but also how they learn.
Blooms Taxonomy of Educational Objectives (n.d.). Retrieved from http://teaching.uncc.
Gabler, Ina & Schroeder, M. (2003). Constructivist Methods for the Secondary
Classroom. Pearson Education Inc.
Patsalides, L. (2011). Putting the New Bloom’s Taxonomy into Practice. Retrieved from
Stiggins, R. (2012). An Introduction to Student Involved Assessment for Learning (6th ed.)
Boston, MA: Pearson Education Inc.
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