Levels of assessment

Knowledge represents a basic level of competence expected in assessment through the recalling, naming, and identifying of facts, theories, and concepts.

Comprehension is fundamental to answering any test, exam, and written assessment because it is about the demonstration of understanding, which goes beyond mere recall and identification. Comprehension is likely to involve the following:

• Thoroughly explaining the subtle and not-so-subtle features.
• Making links with other ideas and concepts.
• Summarising main points / features.
• Suggesting reasons or causal factors.

Interpreting information may also be involved. This may be achieved by comparing and contrasting with other similar and different information to highlight the significance or insignificance of the information in question.

Application requires:

• In-depth knowledge and understanding of information to the point that the knowledge can then be transported and incorporated into a new context outside of the current contexts in which the information has been presented in the course.
• The ability to show how academic concepts have real world value and utility.

Application may be awarded more marks than knowledge and comprehension, because it involves having a good grasp of the concepts and details beyond an academic context, to the point of being able to understand and apply information to innovative and real world situations.

Analysis integrates many of the levels already covered in terms of identifying relevant and applicable knowledge, and providing a thorough explanation of how this knowledge operates within a particular context. Analysis is central to any substantial piece of academic work because it involves:

• Breaking something down into several component parts.
• Examining its component parts separately as well as how these parts operate within a whole.
• Looking at the issue from different angles and perspectives.

Analysis has similarities with comprehension:

• A thorough explanation of features.
• Making links with other ideas and concepts.
• Summarising main points/features.
• Suggesting reasons or causal factors.

These are all activities required in carrying out an in-depth investigation, or, in other words, an analysis of a topic.

The application of a particular procedure or process to be used in the analysis may also be relevant. Due to the fact that the analysis category includes so many of the features mentioned under the previous educational levels, it is likely that this category will be worth more marks than the other levels mentioned so far.

Synthesis is one of the most difficult educational objectives or levels, and, as such, is likely to be awarded more marks than earlier objectives. Synthesis involves the creation of new ideas from old ones. This can be achieved by combining and integrating different concepts, theories, and research under a new focus.

Typically, synthesis may consist of finding ways to link diverse ideas or developing a broader, overarching theme to group together distinct pieces of information. The reformulation involved in synthesis leads to drawing conclusions about what has come before.

Evaluation is the highest educational objective identified by Bloom et al. (1956). More than any other objective, evaluation involves making a judgement about the value of something and backing up that decision with evidence. Such a process is likely to incorporate:

• Each of the previous objectives.
• Perhaps an emphasis on analysis.
• Comparing and contrasting with other similar and different information to highlight the significance or insignificance of the information in question.