When might you ....?

Where could you....?

Which would you use if....?

How will this affect...?

Suggest two possible ways to...

Ø    Exhibit

Ø    Solve

Ø    Interview

Ø    Simulate

Ø    Apply

Ø    Employ

Ø    Use

Ø    Demonstrate

Ø    Dramatize

Ø    Practice

Ø    Illustrate

Ø    Operate

Ø    Calculate

Ø    Show

Ø    Experiment

Apply involves using procedures to perform exercises or solve problems.  This is structured along a continuum starting with the narrow, highly structured execute where procedural knowledge is applied.  Then it continues through the broad, increasingly unstructured implement where the procedure must be selected to fit a new situation. 

Execute: Here, a student carries out a procedure when confronted with a familiar task.  The familiarity provides sufficient clues to guide the choice of the appropriate procedure to use.  This is frequently associated with the use of skills and algorithms rather than techniques and methods.  Skills and algorithms are particularly good for this skill since they consist of a sequence of steps in a fixed order and when the steps are performed correctly, the end result is a predetermined answer

SS:

ELA:

Math: An objective could be for students to learn to divide one whole number by another, both with multiple digits.  The instructions to “divide” signify the division algorithm which is procedural knowledge.  To asses, the student is given a worksheet with 10 whole-number division exercises and asked to find the quotients.

SCI:  An objective could be to learn to compute the value of variables using scientific formulas such as giving students the formula Density = Mass/Volume and then must answer “What is the density of a material with a mass of 18 pounds and a volume of 9 cubic inches.

Assessment:  Here a student is given a familiar task using a well—known procedure, for example “Solve for x:  x² + 2x – 3 = 0 using the technique of completing the square.”  Students may be asked to supply the answer, or select from a set of possible answers as well as show their work.

Implement: This occurs when a student selects and uses a procedure to perform an unfamiliar task.  Students must understand the type of problem as well as the range of procedures.  Since this is an unfamiliar problem, the student does not know immediately which procedure to use and there may be no one single procedure that is perfect;  some modification may be needed.  Techniques and methods that have two qualities are particularly good for implementation.  This may look more like a “flow chart”, that is there may be “decision points” built into it and there is often no single, fixed answer.

SS:

ELA:

SCI:   An objective could be to learn to use the most effective, efficient and affordable method of conducting a research study to address a specific research questions.  An assessment might be to give students a research question and have them propose a research study that meets specified criteria of effectiveness, efficiency, and affordability.   The students must not only apply a procedure but also rely on conceptual understanding of the problem, procedure or both.

Math:  An objective could be to solve a variety of personal finance problems.  You then might assess by presenting students with a problem in which they must choose most economical financing package for a new car.

Assessment:  Here an unfamiliar problem must be solved.  Most assessment formats begin with specification of the problem.  They are asked to determine the procedure needed to solve, then solve using the selected procedure making modifications if needed.