Assessment+and+Command+Terms

ASSESSMENT OBJECTIVES The objectives reflect those parts of the aims that will be assessed: >> 1. Demonstrate an understanding of information, terminology, concepts, methodologies and skills with regard to environmental issues. >> 2. Apply and use information, terminology, concepts, methodologies and skills with regard to environmental issues. >> 3. Synthesize, analyze and evaluate research questions, hypotheses, methods and scientific explanations with regard to environmental issues. >> 4. Using a holistic approach, make reasoned and balanced judgments using appropriate economic, historical, cultural, socio-political and scientific sources. >> 5. Articulate and justify a personal viewpoint on environmental issues with reasoned argument while appreciating alternative viewpoints, including the perceptions of different cultures. >> 6. Demonstrate the personal skills of cooperation and responsibility appropriate for effective investigation and problem solving. >> 7. Select and demonstrate the appropriate practical and research skills necessary to carry out investigations with due regard to precision. COMMAND TERMS LOWER-ORDER SKILLS (1,2) **Define** Give the precise meaning of a word, phrase, concept or physical quantity.

** Draw ** Represent by means of a labeled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.

** Label ** Add labels to a diagram.

** List ** Give a sequence of brief answers with no explanation.

** Measure ** Obtain a value for a quantity.

** State ** Give a specific name, value or other brief answer without explanation or calculation. Apply and use

**Annotate** Add brief notes to a diagram or graph.

** Apply ** Use an idea, equation, principle, theory or law in relation to a given problem or issue.

** Calculate ** Obtain a numerical answer showing the relevant stages of working.

** Describe ** Give a detailed account.

** Distinguish ** Make clear the differences between two or more concepts or items.

** Estimate ** Obtain an approximate value. **Identify** Provide an answer from a number of possibilities.

** Outline ** Give a brief account or summary.

HIGHER-ORDER SKILLS (3,4 and 5) Break down in order to bring out the essential elements or structure.
 * Analyse **

** Comment ** Give a judgment based on a given statement or result of a calculation.

** Compare and contrast ** Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

** Construct ** Display information in a diagrammatic or logical form.

** Deduce ** Reach a conclusion from the information given.

** Derive ** Manipulate a mathematical relationship to give a new equation or relationship.

** Design ** Produce a plan, simulation or model.

**Determine** Obtain the only possible answer.

** Discuss ** Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

** Evaluate ** Make an appraisal by weighing up the strengths and limitations.

** Explain ** Give a detailed account, including reasons or causes.

** Justify ** Give valid reasons or evidence to support an answer or conclusion.

** Predict ** Give an expected result.

** Solve ** Obtain the answer(s) using algebraic and/or numerical methods and/or graphical methods.

** Suggest ** Propose a solution, hypothesis or other possible answer. >