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Inference Thinking

Inference is one of five basic categories of thinking in the North Carolina 1992-93 booklet on thinking assessment and later retained in the 1994 revisions. Sections below cover: definition; specific content trigger questions for science, social science, and literature; key action words; and examples of general trigger questions.

 Source: North Carolina End-of-Grade Testing Program pamphlet. (1992-93). Testing Section, Division of Accountability Services, North Carolina Department of Public Instruction.

Inference Thinking

Definition of Inference. (in Bloom's taxonomy: Application, synthesis)

Both deductive and inductive reasoning fall in this category. In deductive tasks, students are given a generalization and are required to recognize or explain the evidence that relates to it. Applications of rules and "if-then" relationships require inference. In inductive tasks, students are given the evidence or details and are required to come up with the generalization. Hypothesizing, predicting, concluding, and synthesizing all require students to relate and integrate information. Inductive and deductive reasoning relate to the Bloom levels of application and synthesis. Application of a rule is one kind of deductive reasoning: synthesis, putting parts together to form a generalization, occurs in both inductive and deductive reasoning.

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Examples of Inference questions for Science, Social Science, Literature.

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Use these key action words in the work of making inferences.

deduce; anticipate; predict what if; infer; apply; speculate; conclude


 If I wanted to make this character more believable, how might I do it?

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General Examples of Inference Trigger questions.

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