Who is...?

What is...?

Where was...?

What did...?

How many...?

When did...?

Ø      Know

Ø      Define

Ø      Memorize

Ø      Repeat

Ø      Record

Ø      List

Ø      Recall

Ø      Name

Ø      Relate

Ø      Collect

Ø      Label

Ø      Specify

Ø      Cite

Ø      Enumerate

Ø      Tell

Ø      Recount

Remember

Recognize:  Retrieving relevant knowledge from long-term memory to compare it with new, presented information. 

SS:  Students would recognize the correct dates of important events in history.  A test item is:  True or fals:  The Declaration of Independence was adopted on July 4, 1776.”

ELA: Students would recognize authors of British literary works.  A test item could be a matching test with a list of 10 authors (including Charles Dickens) and a list of slightly more than 10 novels (including David Copperfield) .

Math: Students are to recognize the numbers of sides in basic geometric shapes.  A test might be a multiple choice test with items such as the following:  “How many sides does a pentagon have?   A) four   B) five  C) six   D) seven

Assessment:  There are 3 main methods of assessing recognition – verification, matching and forced choice.  In verification, the student is given some information and must choose if it is correct.  T/F is an example.  I matching, two lists are presented and students must choose how each item in one lists corresponds to an item in the other list.

In forced choice, students are given a prompt along with several possible answers and must choose.  Multiple choice is the most common format.

Recall:  Retrieving relevant knowledge when given a prompt to do so, often in the form of a question.

SS: Students might recall the major exports of various South American countries and asked “What is the major export of Bolivia?”

ELA: Students would recall the poets who rote various poems and be asked “Who wrote The Charge of the Light Brigade”

Math: Students should recall whole-number multiplication facts and asked to multiply 7x8.

Assessment:  Assessment can vary in the number and quality of cues students are provided.  With low cueing, the student is not given any hints or related information (such as “What is a meter?”).  With high cueing, students are given several hints (such as “In the metric system, a meter is a measure of_____.”)   You may also vary the amount of embedding, the extent in which the items are placed within meaningful context.  With low embedding, the task is presented as a single isolated event (as above) or in high embedding, the task in included in a larger problem such as asking a student to recall the formula for the area of a circle when solving a word problem that requires the formula.