A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives

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Longman, 2001 - Education - 352 pages
6 Reviews
Drawing heavily from Bloom's Taxonomy, this new book helps teachers understand and implement a standards-based curriculum. An extraordinary group of cognitive psychologists, curriculum specialists, teacher-educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes, that defines what students are expected to learn in school. A series of vignettes-written by and for teachers-illustrates how to use this unique framework. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives. This "Professional Edition" includes an additional section ("The Taxonomy in Perspective,") which is not available in the "Revisited for Teachers" edition of the book.

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Not a book for beginners, but could be helpful for experienced teachers.

Review: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives

User Review  - Rob - Goodreads

The original taxonomy was created by educational evaluators (the people who write tests for college courses). It was geared toward helping them share different type of test questions. I find it does ... Read full review

Contents

Section 1
3
Section 2
12
Section 3
27

20 other sections not shown

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About the author (2001)

Lorin W. Anderson is Carolina Distinguished Professor of Education at the University of South Carolina, where he has served on the faculty for 27 years. He researches and publishes in the areas of classroom instruction and school learning, effective programs and practices for economically disadvantaged children and youth, the allocation and use of school time, and effective assessment.

Krathwohl is Hannah Hammond Professor of Education, Emeritus, School of Education, Syracuse University.

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