Objective
By the end of this unit, you will be able to design medium-stakes assessments that align with the Applying level of Bloom’s Taxonomy. These assessments will challenge your students to use their knowledge in practical, real-world contexts, demonstrating their ability to solve problems, complete tasks, and apply learned concepts.
Designing Assessments to Target Practical Knowledge: Applying
Medium-stakes assessments are critical for advancing students to the Applying stage of Bloom’s Taxonomy, where they should use their knowledge in practical, real-world contexts. These assessments, such as projects, case studies, or problem-solving tasks, challenge students to demonstrate their ability to apply concepts in meaningful ways. While they carry more weight than low-stakes assessments, they still provide opportunities for feedback and growth, helping students bridge the gap between basic understanding and higher-order thinking.
Step-by-Step Guide to Using AI for Generating Medium-Stakes Assessments
The prompts provided below will help you create assessments that challenge students to apply their knowledge in practical, real-world contexts while fostering deeper engagement. The prompts are designed to generate outputs that incorporate real-world applications and opportunities for feedback to promote authentic learning and help students bridge the gap between understanding and application.
1 Review Course Description
First, review your course description in the Hostos Course Catalog to identify the objectives that relate to the Applying category in Bloom’s Taxonomy. These objectives require students to move beyond basic recall and comprehension, engaging them in using knowledge in practical contexts. Common action verbs for this category include apply, use, demonstrate, solve, and implement, indicating that students are expected to put concepts into practice.
2 Select the Assessment Type
Select the type of assessment that will measure whether and to what extent students have achieved that objective. Review the recommended types of assessment from the Revised Bloom’s Taxonomy.
3 Create Instructions for the Assignment using AI
Once you have identified the relevant assessment, use a GenAI tool to generate instructions for the chosen assessment type. Below are examples of assessment types and corresponding prompts for the GenAI tools.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
Replace content within curly brackets { }. Adjust as needed.
Character: You are an experienced educational expert specializing in designing case study assessments that require students to apply their knowledge to real-world or hypothetical scenarios.
Request: Develop a case study assignment that asks students to apply {specific concept, theory, or procedure} to a real-world or simulated scenario related to {specific topic or situation here}. The assignment should focus on the Applying level of Bloom’s Taxonomy, requiring students to use their knowledge of the topic to solve problems, make decisions, or demonstrate how concepts are used in practice.
Encourage students to analyze the case study, identify the key issues or problems, and apply their understanding of the relevant concepts to develop solutions or recommendations.
Examples:
For Business, ask students to apply marketing strategies to a case study involving a company that is trying to rebrand itself. Students should analyze the case, identify the key challenges, and propose marketing tactics based on their knowledge of marketing principles.
For Healthcare, prompt students to apply patient care procedures to a case study involving a patient with multiple health conditions. They should evaluate the patient’s needs and propose a comprehensive care plan using relevant medical procedures and practices.
For Environmental Science, students could apply conservation principles to a case study of a region facing environmental degradation. They should propose actions to mitigate the damage and improve sustainability based on their understanding of ecological concepts.
Steps to Scaffold the Assignment:
- Case Study Analysis: Ask students to analyze the case study, identify the main problems or challenges, and explain how they relate to the key concepts they’ve learned.
- Application of Concepts: Require students to apply relevant theories, procedures, or concepts to solve the problems presented in the case study. They should provide a rationale for their decisions and explain how they’ve used their knowledge in practical ways.
- Solution or Recommendation Development: Ask students to develop a solution or recommendation based on their application of the concepts. Their solution should be grounded in real-world practices and demonstrate an understanding of how theory can be applied to practice.
- Reflection on Application: In the final submission, students should include a reflection on how they applied the concepts and what challenges or insights they gained from the process.
Type of Output: The final submission should include:
- A detailed analysis of the case study, identifying the key problems or challenges.
- A clear explanation of how they applied relevant concepts to develop solutions or recommendations.
- A reflection on how they applied their knowledge and what they learned from the experience.
Extra: Encourage students to focus on using their own understanding to address the case, avoiding reliance on AI tools. The scaffolding steps (analysis, application, reflection) are designed to ensure deep engagement with the content and original thought.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
In the same chat, paste the prompt below. Replace content within curly brackets { }. Adjust as needed.
Character: Now that you’ve designed a case study assignment, you are ready to create a grading rubric to evaluate student performance.
Request: Create a grading rubric to assess student performance on the case study assignment for {specific topic or situation here}. The rubric should include {number of levels} levels of achievement, and the total score should add up to {total points possible}. Each level should describe how well the student analyzed the case, applied the relevant concepts or theories, and developed practical solutions or recommendations.
The rubric should be structured hierarchically, with more weight given to critical categories like the application of concepts, problem-solving, and the development of practical solutions.
Hierarchical Categories:
- Application of Concepts (most important)
- How effectively does the student apply relevant concepts, theories, or procedures to the case study?
- Evaluate how well the student uses their knowledge to address the problems or challenges in the case.
- Problem-Solving and Decision-Making
- Does the student demonstrate effective problem-solving skills, using their applied knowledge to develop solutions or make decisions?
- Assess the quality of the student’s solutions and how well they are grounded in the applied concepts.
- Case Study Analysis
- How thoroughly does the student analyze the case study and identify the key problems or challenges?
- Consider whether the student understands the complexities of the case and can effectively explain them.
- Reflection on Application
- Has the student provided meaningful reflections on how they applied the concepts and what they learned from the process?
- Evaluate the depth and insightfulness of the reflection in enhancing their understanding of how concepts are used in practice.
- Clarity and Organization
- Is the student’s analysis and application well-organized, with clear and logical presentation of their ideas?
- Assess whether the submission is easy to follow and the reasoning behind the solutions is clearly articulated.
Rubric Example:
| Category | Level 1 – Below Expectations | Level 2 – Meets Expectations | Level 3 – Exceeds Expectations | Total Points Possible |
|---|---|---|---|---|
| Application of Concepts | Concepts are applied incorrectly or not applied at all. | Some concepts are applied correctly, but may lack depth. | Concepts are effectively applied to address the key issues in the case. | 20 (adjust based on total) |
| Problem-Solving and Decision-Making | Solutions are weak or ineffective; decisions are not supported by applied knowledge. | Basic solutions provided, but may lack depth or clear support from applied concepts. | Strong, well-supported solutions based on applied knowledge. | 20 (adjust based on total) |
| Case Study Analysis | Little to no analysis of the case; key problems or challenges are missed. | Adequate analysis of the case, but lacks depth or misses some key elements. | Thorough analysis, identifying all key problems or challenges in the case. | 15 (adjust based on total) |
| Reflection on Application | No reflection or an irrelevant reflection is provided. | Basic reflection, but lacks depth or insight into the application process. | Insightful reflection on how the concepts were applied and lessons learned. | 10 (adjust based on total) |
| Clarity and Organization | Poorly organized or unclear presentation; difficult to follow. | Some organizational issues, but generally clear and logical presentation. | Well-organized, clear, and logical presentation of ideas and solutions. | 10 (adjust based on total) |
Adjustments: You can modify the number of levels and the weighting of each category based on the total points available for the assignment ({total points possible}). Ensure that the most critical categories, like the application of concepts and problem-solving, carry the most weight.
This rubric focuses on evaluating the student’s ability to apply theoretical knowledge to practical situations through case study analysis, decision-making, and solution development. Let me know if you’d like further adjustments!
✅ Alignment with Learning Objectives
The case study requires students to apply learned concepts to solve practical problems or complete tasks, directly aligning with the Applying level of Bloom’s Taxonomy.
✅ Practical Application of Knowledge
The case study challenges students to use their knowledge in real-world or practical scenarios, demonstrating their ability to transfer theoretical concepts to realistic situations.
✅ Feedback and Iteration
Students have incorporated feedback, if applicable, refining their solutions and demonstrating growth in applying knowledge to new situations.
✅ Real-World Relevance
The output reflects real-world relevance, showing students’ ability to apply their learning to contexts or challenges that mirror authentic situations in their field of study.
Case Study Outline (4-5%)
In this initial stage, students submit an outline that identifies the key elements of the case study. They should define the problem or scenario they will be addressing, outline the concepts they plan to apply, and briefly describe their proposed approach to solving the issue.
Draft Submission or Analysis (6-8%)
In this phase, students submit a draft or a more developed version of their case study analysis. They should apply the relevant concepts to the scenario, demonstrate their problem-solving process, and propose solutions. At this stage, the analysis should show practical application of knowledge and critical thinking.
Final Case Study Submission (5-7%)
In the final stage, students submit their fully developed case study with revisions based on feedback. The final version should demonstrate a clear, logical application of course concepts, critical problem-solving, and a well-organized solution to the case study problem.
This scaffolded approach breaks down the Case Study assignment into distinct stages, allowing students to progressively apply their knowledge in a practical context while receiving feedback to refine their work. The total weight of the assignment will be between 15-20% of the final course grade.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
Replace content within curly brackets { }. Adjust as needed.
Character: You are an experienced educational expert specializing in designing assignments that require students to apply their knowledge through experiments or simulations.
Request: Create an assignment that asks students to conduct an experiment or simulation that applies {specific theory, concept, or process} to test or explore its practical implications in a real-world or controlled environment. The assignment should focus on the Applying level of Bloom’s Taxonomy, requiring students to apply their knowledge, follow procedures, and make observations or draw conclusions based on their experience.
Students should follow the scientific method or a structured approach to complete the experiment or simulation, ensuring they can demonstrate how the theoretical concepts apply in practice.
Examples:
For Physics, ask students to conduct an experiment demonstrating the principles of Newton’s Laws of Motion. They should design the experiment, gather data, and explain how the results align with or challenge their understanding of the laws.
For Economics, prompt students to run a simulation of supply and demand in a controlled market. They should manipulate variables such as price or production and observe the effects on equilibrium, making recommendations based on their findings.
For Environmental Science, students could simulate the effects of deforestation on an ecosystem using a virtual tool. They should adjust variables (e.g., tree cover, and rainfall) and explain how the ecosystem’s balance is affected.
Steps to Scaffold the Assignment:
- Design/Setup: Ask students to plan and set up the experiment or simulation. They should describe the materials and methods they will use and outline the steps they’ll take to carry out the experiment.
- Experiment/Simulation Execution: Require students to follow the plan and conduct the experiment or simulation. They should collect relevant data, make observations, and record their findings.
- Data Analysis and Conclusion: After completing the experiment or simulation, students should analyze the results and draw conclusions based on their observations. They should explain how the data relates to the theoretical concept and what they learned from the experiment.
- Reflection on Application: In the final submission, ask students to include a reflection on the experiment or simulation, describing the challenges they faced, how they applied their knowledge, and any real-world connections or implications of their findings.
Type of Output: The final submission should include:
- A detailed report of the experiment or simulation, including the setup, procedures, and data collected.
- An analysis of the results and conclusions drawn from the experiment.
A personal reflection on the application process and any real-world connections or insights gained.
Extra: Encourage students to focus on the application of their knowledge and the process of experimentation, avoiding over-reliance on AI tools to generate their findings. The scaffolding steps ensure students remain engaged with the experiment and provide original insights.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
In the same chat, paste the prompt below. Replace content within curly brackets { }. Adjust as needed.
Character: Now that you have designed an experiment or simulation assignment, you are ready to create a grading rubric to evaluate student performance.
Request: Create a grading rubric to assess student performance on the experiment or simulation assignment for {specific theory, concept, or process here}. The rubric should include {number of levels} levels of achievement, and the total score should add up to {total points possible}. Each level should describe how well the student applied the relevant concepts, executed the experiment or simulation, analyzed the results, and reflected on the findings.
The rubric should be structured hierarchically, with more weight given to critical categories like the application of knowledge, experiment execution, and data analysis.
Broader Hierarchical Categories:
- Application of Knowledge
- How effectively does the student apply relevant concepts, theories, or procedures to the experiment or simulation?
- Evaluate how well the student integrates their understanding of the subject into the design and execution of the experiment.
- Experiment/Simulation Execution
- Did the student successfully follow the planned procedures and conduct the experiment or simulation as outlined?
- Assess whether the student completed all steps accurately and collected appropriate data or observations.
- Data Analysis and Conclusions
- How thoroughly did the student analyze the data and draw conclusions from the experiment or simulation?
- Consider whether the conclusions are logical and grounded in the data, and how well they relate to the original concept or theory.
- Reflection on Application
- Has the student provided meaningful reflections on the experiment and how they applied their knowledge?
- Evaluate the depth of their reflection and whether they made real-world connections or gained insights from the process.
- Clarity and Organization
- Is the report well-organized, with clear explanations of the experiment, procedures, results, and conclusions?
- Assess whether the student’s submission is easy to follow and professionally presented.
Rubric Example:
| Category | Level 1 – Below Expectations | Level 2 – Meets Expectations | Level 3 – Exceeds Expectations | Total Points Possible |
|---|---|---|---|---|
| Application of Knowledge | Limited or incorrect application of concepts to the experiment. | Concepts are applied, but may lack depth or thoroughness. | Concepts are applied effectively, demonstrating strong understanding. | 20 (adjust based on total) |
| Experiment/Simulation Execution | Procedures are not followed accurately, and data collection is incomplete or incorrect. | The experiment is completed, but with some errors in execution or data collection. | The experiment is successfully completed, with accurate data collection and careful execution. | 20 (adjust based on total) |
| Data Analysis and Conclusions | Weak or unsupported conclusions, with little connection to the data. | Basic conclusions are drawn, but may not fully relate to the data. | Strong, well-supported conclusions based on thorough data analysis. | 20 (adjust based on total) |
| Reflection on Application | No reflection or irrelevant reflection provided. | Basic reflection, but lacks depth or real-world connections. | Insightful reflection, with meaningful real-world connections or lessons learned. | 10 (adjust based on total) |
| Clarity and Organization | Report is poorly organized or unclear, making it difficult to follow. | Some organizational issues, but generally clear and logical presentation. | Well-organized, clear, and logical presentation of procedures, data, and conclusions. | 10 (adjust based on total) |
Adjustments: You can modify the number of levels and the weighting of each category based on the total points available for the assignment ({total points possible}). Ensure that the most critical categories, like application of knowledge and execution, carry the most weight.
✅ Alignment with Learning Objectives
The assignment prompt requires students to apply course concepts to a real-world or simulated scenario, demonstrating practical use of knowledge. The task aligns with the Applying level of Bloom’s Taxonomy.
✅ Clear Identification of Key Concepts
The output identifies the key concept(s) from the course that the student is applying in the experiment or simulation. The chosen concept is relevant and appropriately complex for practical application.
✅ Practical Application of Knowledge
The experiment or simulation requires students to use theoretical knowledge in a hands-on or simulated context, demonstrating their ability to transfer what they have learned to a new situation.
✅ Accuracy and Feasibility
The experiment or simulation is accurately designed and feasible within the given constraints (time, materials, software). The student demonstrates a clear understanding of how to apply course concepts accurately in practice.
✅ Originality and Critical Thinking
The assignment shows originality in approach, requiring students to think critically about how to apply concepts to their experiment or simulation, rather than following a generic or pre-existing template.
✅ Real-World or Simulated Relevance
The output reflects real-world relevance or creates a meaningful simulated scenario, showing how the applied knowledge can be useful in solving actual problems or simulating realistic conditions.
Proposal (4-5%)
Students submit a proposal outlining the key concept, hypothesis, or problem they intend to explore through their experiment or simulation. This stage should include a brief overview of the variables they plan to manipulate, the tools or software they will use, and the outcomes they aim to measure.
Draft Design Submission (6-7%)
Students submit a draft of their experiment or simulation design, detailing the step-by-step process they will follow. This submission includes the full methodology, the experimental design, and any preliminary data they may have gathered. At this stage, they should also outline how they will manipulate variables and measure results.
Final Submission and Results Interpretation (6-8%)
Students submit the final version of their experiment or simulation, including the full execution of their plan, data collection, and results interpretation. This should demonstrate the application of course concepts, a clear analysis of their findings, and conclusions drawn based on their experiment.
The total weight adds up to 15-20%. This scaffolded structure helps students to gradually develop their experiment or simulation while receiving valuable feedback, leading to a deeper understanding of the concepts applied. This approach also deters the misuse of AI tools, as students are required to actively engage with the material at each step, demonstrating their own critical thinking and problem-solving skills.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
Replace content within curly brackets { }. Adjust as needed.
Character: You are an experienced educational expert specializing in designing role-playing assignments that require students to apply their knowledge in practical, simulated scenarios.
Request: Create a role-playing assignment that asks students to assume specific roles in a simulated scenario related to {specific topic, theory, or concept here}. The assignment should focus on the Applying level of Bloom’s Taxonomy, requiring students to use their knowledge and skills to perform in a real-world context. They should demonstrate how they apply their understanding of the material by making decisions, solving problems, or handling tasks relevant to their assigned roles.
Encourage students to engage with the scenario by thinking critically and responding to real-world challenges, while applying the relevant concepts to their actions and decisions.
Examples:
For Business, students could role-play as members of a marketing team tasked with launching a new product. Each student would assume a different role (e.g., marketing manager, brand strategist, social media specialist) and apply marketing principles to develop and execute a launch strategy.
For Law, students could role-play as lawyers in a mock trial, where they apply legal principles to argue a case. One student could act as the defense attorney, while another assumes the role of prosecutor. They would use their legal knowledge to build arguments and counterarguments in a simulated courtroom.
For Healthcare, students could role-play as healthcare professionals in a clinical scenario where they apply patient care procedures. One student could take the role of a nurse, another as a doctor, and others as specialists. Together, they would make patient care decisions based on their understanding of medical protocols.
Steps to Scaffold the Assignment:
- Preparation and Role Assignment: Assign roles to students based on the scenario. Ask them to research and prepare for their role by reviewing the relevant material or concepts they need to apply.
- Role-Playing Simulation: Have students participate in the role-playing simulation, where they engage in the scenario and apply the relevant knowledge. They should make decisions or solve problems based on their understanding of the assigned roles and concepts.
- Reflection on Application: After the role-playing exercise, ask students to reflect on how they applied the concepts to the scenario. They should explain their actions, decisions, and challenges during the role-play, and reflect on what they learned from the experience.
Type of Output: The final submission should include:
- A summary or report detailing the student’s role in the simulation, the decisions they made, and how they applied the relevant concepts.
- A reflection on the role-playing exercise, highlighting what they learned and how they applied their knowledge in a practical setting.
Extra: Encourage students to stay engaged and actively participate in the role-playing scenario. Remind them that the goal is to apply their knowledge to real-world challenges and demonstrate how theory can be used in practice.
The prompt below is based on the C.R.E.A.T.E. Prompting Framework by Dave Birss.
In the same chat, paste the prompt below. Replace content within curly brackets { }. Adjust as needed.
Character: Now that you’ve designed a role-playing assignment, you are ready to create a grading rubric to evaluate student performance.
Request: Create a grading rubric to assess student performance on the role-playing assignment for {specific scenario, theory, or concept here}. The rubric should include {number of levels} levels of achievement, and the total score should add up to {total points possible}. Each level should describe how well the student applied relevant concepts, engaged with their role, made decisions, and reflected on their experience.
The rubric should be structured hierarchically, with more weight given to critical categories like the application of knowledge, role engagement, and decision-making.
Hierarchical Categories:
- Application of Knowledge (most important)
- How effectively did the student apply relevant concepts or theories to their role in the scenario?
- Evaluate how well the student integrated their understanding of the material to perform their tasks or responsibilities.
- Role Engagement and Performance
- Did the student actively participate in the role-playing scenario and engage with their assigned role?
- Assess whether the student took on their role seriously and made meaningful contributions to the scenario.
- Decision-Making and Problem-Solving
- Did the student demonstrate effective problem-solving and decision-making within their role?
- Consider how well the student used their applied knowledge to address the challenges or tasks they faced in the role-playing scenario.
- Reflection on Application
- Has the student provided meaningful reflections on their role, how they applied their knowledge, and what they learned from the experience?
- Evaluate the depth of their reflection, including insights into challenges they faced and how the role-play helped them better understand the concepts.
- Clarity and Organization
- Is the student’s reflection or report well-organized, with clear explanations of their role, actions, and decision-making process?
- Assess whether the student’s submission is easy to follow and logically presented.
Rubric Example:
| Category | Level 1 – Below Expectations | Level 2 – Meets Expectations | Level 3 – Exceeds Expectations | Total Points Possible |
|---|---|---|---|---|
| Application of Knowledge | Concepts are not applied or incorrectly applied to the role. | Concepts are applied, but may lack depth or thoroughness. | Concepts are applied effectively and demonstrate strong understanding in role performance. | 20 (adjust based on total) |
| Role Engagement and Performance | Little to no engagement with the assigned role or scenario. | Engages with the role but contributions are minimal or inconsistent. | Fully engages with the role, making meaningful contributions to the scenario. | 20 (adjust based on total) |
| Decision-Making and Problem-Solving | Poor or ineffective decision-making, with little use of applied knowledge. | Basic decision-making, but may lack depth or critical thinking. | Strong, well-supported decision-making and problem-solving based on applied knowledge. | 20 (adjust based on total) |
| Reflection on Application | No reflection or irrelevant reflection provided. | Basic reflection, but lacks depth or insight into the application process. | Insightful reflection on role-playing experience, with meaningful real-world connections or lessons learned. | 15 (adjust based on total) |
| Clarity and Organization | Report or reflection is poorly organized or unclear, making it difficult to follow. | Some organizational issues, but generally clear and logical presentation. | Well-organized, clear, and logical presentation of role, decisions, and reflection. | 10 (adjust based on total) |
Adjustments: You can modify the number of levels and the weighting of each category based on the total points available for the assignment ({total points possible}). Ensure that the most critical categories, like application of knowledge and role engagement, carry the most weight.
✅ Alignment with Learning Objectives
The role-playing assignment requires students to apply course concepts in a realistic scenario, demonstrating their ability to use theoretical knowledge in practical, real-world situations. The task aligns with the Applying level of Bloom’s Taxonomy.
✅ Demonstration of Practical Skills
Students effectively demonstrate practical application of key concepts through their actions and decision-making in the role-playing scenario. The output shows that students can apply what they have learned to solve problems or navigate complex situations.
✅ Realism and Contextual Relevance
The role-play output reflects real-world relevance and accurately applies concepts to the scenario in a way that mimics real-life situations. Students demonstrate a practical understanding of how theoretical concepts function in real-world contexts.
✅ Critical Thinking and Adaptability
The output shows critical thinking and the ability to adapt to new challenges within the scenario. Students demonstrate flexibility in applying concepts, adjusting their approach based on new information or situational changes.
✅ Collaborative Skills (if applicable)
If the role-play involved multiple participants, the student demonstrated effective collaboration and teamwork, applying interpersonal and communication skills alongside course knowledge to navigate the scenario.
Preparation and Planning (4-5%)
Students submit a plan outlining their role in the scenario, identifying key concepts they will apply and how they intend to use their knowledge in the role-playing activity. This step ensures students are prepared to engage with the task and understand the theoretical concepts they need to apply.
2. Role-Playing Performance (6-7%)
Students participate in the role-playing scenario, actively applying their knowledge to solve problems and navigate the situation. Their performance should demonstrate practical use of the concepts, decision-making, and critical thinking in a real-world context.
Reflection and Analysis Report (6-8%)
After the role-playing activity, students submit a reflection or analysis report. This report should detail their experience in the role-play, explain how they applied course concepts, reflect on their decision-making process, and discuss what they learned from the activity.
This suggested scaffolded approach sums up to 15-20% in total weight. It encourages deeper learning and practical application of concepts while deterring the misuse of AI tools.
Key Takeaways
In this unit, you have learned how to design medium-stakes assessments that align with the Applying level of Bloom’s Taxonomy. You explored how to create case studies, simulations, and role-playing exercises that require students to use their knowledge in practical, real-world contexts. Through AI-generated prompts, you can develop assignments that encourage students to apply concepts while receiving feedback to refine their problem-solving skills. Additionally, this unit provided guidance on structuring and weighting these assessments to ensure they promote meaningful application and authentic learning.
References
OpenAI. (2024). ChatGPT [AI language model]. Retrieved from https://chat.openai.com.
Educational Technology Department. (n.d.). “Selecting assignment types to measure student learning.” Hostos Community College. https://commons.hostos.cuny.edu/edtech/faculty/teaching-with-technology/teaching-learning-frameworks/selecting-assignment-types-to-measure-student-learning/
