Cognitive demand in Mathematics assessment criteria of the Galician curriculum: teaching implications

Abstract

The evaluation criteria play an essential role in the educational process, as they establish a framework of basic knowledge integrating knowledge, skills and attitudes across all aspects of the subject to ensure satisfactory learning. In the cognitive domain, the Organic Law for the Modification of the Organic Law of Education establishes that the achievement indicators of the evaluation criteria reflect cognitive processes in various contexts of application and are connected to all mathematical senses. The aim of this research is to identify the cognitive demand associated with the evaluation criteria in Mathematics subjects within Compulsory Secondary Education, in order to detect potential imbalances regarding mathematical senses and academic courses. In them, the distribution of cognitive processes from Bloom's taxonomy, revised by Anderson and Krathwohl, and those from the PASS theory are analysed.

The assessment of cognitive demands is conducted through a descriptive analysis using numerical scales specifically created for this purpose, taking the curriculum of the Autonomous Community of Galicia as a reference. For each mathematical sense, a record sheet is generated, counting 678 cognitive processes in 186 criteria.

The results show that the average scores for cognitive demands of the processes are slightly above the middle of the respective scales. Regarding Bloom's revised taxonomy, higher cognitive demand is observed in the final year of this educational stage compared to the preceding three years. We conclude by emphasizing the importance of teachers ensuring that the cognitive load of assigned tasks aligns with the demands outlined in the curriculum, particularly in relation to the evaluation criteria.

Key words: cognitive processes, assessment criteria, curriculum, mathematics, Secondary Education.