Bloom’s Taxonomy in two levels


The guiding rule of thumb for generating exam questions is to use Bloom taxonomy broken into

  1. Knowledge comprehension, and
  2. The use of knowledge

In Bloom’s Taxonomy, the first two levels, Remembering and Understanding, are generally considered to correspond to knowledge and comprehension, while the remaining four levels, Applying, Analyzing, Evaluating, and Creating, are considered to correspond to the use of knowledge.

Remembering is the lowest level of the taxonomy, and it involves simply recalling information, such as facts or definitions, without necessarily understanding their meaning or significance. Understanding, which is the second level, involves grasping the meaning of the information and being able to explain it in one’s own words.

Applying, the third level, involves using the information in a new situation or context, to solve problems or complete tasks. This level requires students to apply their understanding of the information to a new situation, and to demonstrate that they can use it in a practical way.

Analyzing, the fourth level, involves breaking down complex information into smaller parts, examining the relationships between them, and identifying the underlying principles or causes. This level requires students to apply critical thinking skills to analyze and understand the information.

Evaluating, the fifth level, involves making judgments about the value or quality of information, based on criteria or standards. This level requires students to assess and criticize the information, and to make choices based on evidence.

Creating, the highest level of the taxonomy, involves generating new ideas, products, or solutions, by combining existing knowledge in novel ways. This level requires students to use higher-order thinking skills to synthesize and transform information, and to create something new.

Stack Implemented by a Linked List

Assume that there exists an implementation for a linked list which contains the following state:

first // a reference to the first node in the list

and behavior:






Write algorithms for functions to this linked list such that a stack can be implemented,

i.e write algorithms which use to above state and behavior to implement:

  1. push(data)
  2. pop()
  3. peek()

(Ensure that you include appropriate return types where necessary)

Updates to this post:

2022 Sept 30 – removed data as a parameter to removeFirst and removeLast()

© 2022  Vedesh Kungebeharry. All rights reserved. 

NCSE ICT – Scratch Programming – Creating interactive sprites

In this example, we create a sprite which asks for you to enter a subject mark and tells you the grade.

Grade ranges are shown below:

A76 to 100
B50 to 75
C40 to 49

We will be using a variable to store the users input.

Also, we will used some “if” blocks and logical operators to produce the grade.

See the blocks in the project below:


If someone enters an erroneous mark, e.g 1000 , the program dosen’t say anything to the user.

Copy or remix the project and Add blocks to say “you’ve entered an incorrect mark” if the user enters a mark higher than 100 or a mark less than 0.

(Hint: an IF block and an OR logical operator may be useful for solving this problem!)

© 2022  Vedesh Kungebeharry. All rights reserved. 

NCSE ICT – Scratch Programming – Animating Sprites using loops and the Broadcast system

See the examples below on how animation can be achieved by switching costumes using loops:

Sprite Animation 1 – Walk in place

Sprite Animation 2 Glide

Sprite Animation 3 – Walk and glide


  1. After looking at the blocks in the project above, create a similar animation using a different sprite.
  2. Describe in your own words how the broadcast and receive blocks work.

© 2022  Vedesh Kungebeharry. All rights reserved. 

Complex example: Video Brief, Rationale & Script – Professional Video Creation (Part 5)

The video that was created is shown here:

Video Brief:

What’s My video’s purpose?

To show how to configure Flowgorithm to use and display the proper conventions for flow chart symbols


To ensure that students configure flowgorithm to show standard flowchart convention as expected by NCSE and CSEC


Form 3, 4 students  with a basic understanding of algorithms and looping: Pre-requisites: Algorithm, flowchart , while loop   Students will be directed to watch this video by me after I instruct them to install flowgorithm. Some may be browsing my videos on youtube, so the  idea is to convert them to use flowgorithm with the required configuration.    

What’s my video’s content?

Am I making a tutorial? marketing a product/service? Explanatory video?


Change the default chart style for flowgorithm   Click on Edit Click on Choose Chart Style Choose Classic from the dropdown list Click OK    

Video Script:

Using the Correct Flow-Chart Symbols in Flowgorithm

Ensuring that you use the proper conventions expected by CXC and NCSE


1 minute


Form 2 and 3 students who have been introduced to flowgorithm by previous  demonstration in the classroom


For students: To ensure that students know how to configure flowgorithm for use in their IT SBA.

For me: To strengthen trust between my students and I, To set the tone that I am their subject matter expert in a non invasive manner, letting my content speak for itself; To get my students to look forward to my next video because it gets to the point .


Welcome students to a quick minute tutorial on how to configure flowgorithm for use in CXC and NCSE examinations.

Flowgorithm is an awesome graphical programming language that you can use to generate flowcharts , trace tables and actual program code.

If you’re not already using flowgorithm , you should be , or at least be using some equivalent solution.

However, Flowgorithm has one main drawback out of the box – it does not use the diamond shape for looping, as is  expected by CXC CAPE and CSEC; and also NCSE. Instead it uses this shape: a sort of diamond shape that’s been flattened vertically at the ends .   We need to make sure that it uses the diamond shape, also know as a rhombus.

We can fix this problem in 4 easy steps:

  1. Click on Edit
  2. Click on Choose Chart Style
  3. Choose Classic from the dropdown list under chart style
  4. And Click OK.

That’s it.

There are some other issues that you’ll encounter  when using flowgorithm – one issue is very obvious in this video. Did you catch it?

I’ll give you a hint, it’s got something to do with the arrows in the loop. How is it different from the loops in your CXC text book?

In any case, I’ll be covering how to manage this issue and others in another video.

Until next time , Bye!


In our next post, I’ll provide the templates with some inline instructions that you can use when creating your videos.

See post here: Video Brief Template With inline Instructions – Professional Video Creation (Part 6)

© 2021  Vedesh Kungebeharry. All rights reserved. 

C Pointers

I found some great tutorials on C pointers. Attempt the tutorials below by coding the examples found within the tutorials.


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