The document outlines a matrix for grading at Ramon Magsaysay High School for the 2014-2015 school year. It divides assessments into six categories based on Bloom's Taxonomy: knowledge, understanding, application, analysis, evaluation, and creation. For each category it provides example verbs, questioning prompts, and examples of measurable student outcomes that could be used for assessments. The categories are assigned different weightings, with knowledge being 15% of the grade and process/performance skills being 25%.

1. RAMON MAGSAYSAY HIGH SCHOOL
MATRIX FOR GRADING
SY 2014-2015
CATEGORY DESCRIPTIONS OF LEVEL
(Based on Bloom’s
Taxonomy)
*Power Words Questioning Prompts EXAMPLE OF MEASURABLE
STUDENT OUTCOME
Knowledge (15 %)
(Level 1 - Remember)
Recall or recognize
information, and
principles in the
approximate form in
which they are learned.
• define
• find
• identify
• label
• list
• locate
• memorize
• name
• point to
• recall
• recite
• recognize
• record
• remember
• select
• show
• state
• tell
• Define ____.
• Find the meaning of ______.
• How did_______?
• How would you describe___?
• How would you identify____?
• How would you recognize___?
• Identify the facts____.
• Label the _____.
• List the ____in order.
• Name the_______.
• What do you remember about_______?
• What is_________?
• When did_______?
• Where is_________?
• Who was__________?
• Who were________?
• Why did_______?
•
•
Understanding (30%)
(Level 2 – Understand)
Understand the main
idea of material heard,
viewed, or read,
interpret or summarize
the ideas in own words.
• demonstrate
• describe
• discuss
• distinguish
• estimate
• explain
• extend
• review
• summarize
• translate
• generalize
• illustrate
• interpret
• paraphrase
• reorder
• rephrase
• restate
• retell
• Elaborate on_____.
• Give an example of what you mean____.
• How can you demonstrate______?
• How can you describe_____?
• How can you explain________?
• How would you rephrase the meaning__?
• How would you summarize____?
• Retell ____ using you own words.
• Use your own words to define____.
• What can you say about_____?
• What did you observe______?
• What is the main idea of ______?
• Which facts or ideas show_____?
• What is the difference between_____?
• Will you restate________?
•
•
(Level 4 – Analyze) Break down a concept
or idea into parts and
show relationships
among the parts.
• analyze
• break down
• categorize
• classify
• compare
• conclude
• contrast
• deduce
• diagram
• discriminate
• dissect
• distinguish
• examine
• infer
• inspect
• investigate
• outline
• order
• separate
• survey
• Discuss the pros and cons of_____.
• How can you categorize/classify_____?
• How is this similar to _____?
• How is ______ connected to ____?
• How would you compare and contrast ______?
• What conclusions can you draw?
• What caused_____?
• What explanation do you have for______?
• What ideas justify_____?
• What inference can you make?
• What is the relationship between___?
• What was the problem with____?
• What was the purpose of______?
•
•
Note: *Power Words may not be exclusive to one level 1

2. • Why do you think_______?
Product or
Performance (30 %)
(Level 3 – Apply)
Apply an abstract idea in
a concrete situation to
solve a problem or
relate it to prior
experience.
• act out
• apply
• calculate
• change
• choose
• construct
• determine
• develop
• manipulate
• modify
• predict
• produce
• select
• show
• sketch
• solve
• support
• transfer
• Do you know of another situation where_____?
• From the information given, can you develop___.
• Give an example of _____.
• How could you show understanding of ______.
• How would you change_______?
• How would you demonstrate ______?
• How would you organize___ to show ____?
• How would you solve?
• How would you use the facts to investigate ____?
• How would ____ change if _____?
• Using what you have learned, how would you
use_______?
• What examples can you find that________?
• Project
• Culminating Activity
(Level 6 – Create) Bring together parts
(elements, compounds)
of knowledge to form a
whole and build
relationships for new
situations.
• arrange
• combine
• compose
• create
• design
• develop
• formulate
• generate
• hypothesize
• integrate
• invent
• make
• organize
• plan
• portray
• pretend
• produce
• propose
• reorganize
• revise
• Design a ____ to _____.
• Develop an original way to _____.
• Devise a rule ______.
• How would you compile the facts for _____?
• How would you elaborate on the reason ____?
• How would you generate a plan to _____?
• How would you improve ______?
• How would you portray ____?
• Predict the outcome if _____.
• What alternative would you suggest for ____?
• What are the different ways you can ____?
• Suppose you could ______. What would you ___?
• What can you combine to improve/change ____?
• What changes can you make to solve _____?
• What could you invent ______?
• What way would you design ______?
• What would happen if _______?
•
•
Process All Skills (25 %)
(Level 5 – Evaluate)
Make informed
judgments about the
value of ideas or
materials. Use standards
and criteria to support
opinions and views.
Look for and encourage the use
of the following skills in the
classroom:
• Observing
• Communicating
• Measuring
• Comparing
• Contrasting
• Organizing
• Classifying
• Analyzing
• Inferring
• Hypothesizing
• Predicting
• agree
• appraise
• assess
• choose
• critique
• debate
• defend
• evaluate
• grade
• judge
• justify
• measure
• prioritize
• prove
• rank
• rate
• recommend
• support
• value
• verify
• Determine the value of _________.
• Do you agree with ____? Why?
• Do you agree with the outcomes ___? Why?
• How could you rate ________?
• How would you prioritize ______?
• How would you prove _______?
• Is there a better solution to ______?
• Rank the importance of _______.
• What can you say to defend the actions _____?
• What choices would you have made ______?
• What information can you use to support _____?
• What is your opinion of _______?
• What would you recommend ______?
• Why was it better that _______?
•
•
Note: *Power Words may not be exclusive to one level 2

3. Note: *Power Words may not be exclusive to one level 3