A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational ObjectivesLorin W. Anderson, David R. Krathwohl 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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... corresponding test item is : " True or false : The Declaration of Independence was adopted on July 4 , 1776. " In literature , an ob- jective could be to recognize authors of British literary works . A corresponding assessment is a matching ...
... corresponding assessment asks a student to select which of four paintings represents the impressionist style . In science , a sample objective could be to be able to give examples of various kinds of chemical compounds . A corresponding ...
... CORRESPONDING AssessmENT In generat- ing , a student is given a description of a problem and must produce alternative solutions . For example , in the social sciences , an objective could be to learn to generate multiple useful ...
Contents
The Structure Specificity and Problems of Objectives | 12 |
The Revised Taxonomy Structure | 25 |
The Knowledge Dimension | 38 |
Copyright | |
21 other sections not shown