The assignment is formative because it is used in the learning process by a teacher to ascertain the student level and therefore direct learning objectives. For example, the question requires a certain element of comprehension of the student and answering them gives the teacher an impression of the status of the student and therefore affect the next instructional period. It is also formal because of the controlled environment and the content. It gives the impression of a standard school test, because it can be administered to many students depending on their level and age.
Comprehension exercises typically evaluate the cognitive abilities of the students such as retention and ability to follow instructions, unlike psychomotor evaluations that evaluate the body coordination of students and often involve an aspect of physical exercise. Comprehensions do not evaluate content because they do not ask questions about anything other than what can be answered from the story. The type of questions used is open ended because there is no structure or relevance of defending a point. However, the last part, the part about the body parts used in hunting, is an essay tailored to the relative young age of the students for which the assignment is designed.
The assignment lies in the application level of Blooms Taxonomy. Students are merely supposed to apply the content of the comprehension to derive the answers (Stanley& Moore, 2013). Advanced levels are often inapplicable in comprehension questions at this level. From the structure of the questions, they were administered to a whole class, though it is impossible to determine the time allocated. Students have a choice in their answers because the questions are open ended.
The assignment contains five parts, coloring the stars each time the student reads the comprehension, coloring the required areas and answering one question. Based on these