A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives
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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Acts vignette addition facts analysis Analyze apply procedural knowledge appropriate ask students assessment tasks cells Chapter classify classroom cognitive process categories Cognitive Process Dimension Commentary commercials corresponding assessment criteria cumulative hierarchy curriculum dents determine differentiating discussion editorial educational objectives emphasis Evaluate example focus formal assessment formative assessment gerunds grade help students igneous rocks important inferring instructional activities intended involves knowl knowledge dimension knowledge i.e. knowledge Objective learning question Lessons long-term memory Macbeth memorization Metacognitive knowledge models noun Ohm's law onomy original Handbook Ormell Parliamentary Acts persuasive writing planning plate tectonics recall relevant remember factual knowledge requires revised framework revised Taxonomy sample objective scoring skills specific strategies structure student learning subcategories subject matter subtypes summative assessment Taxonomy Table teachers teaching theory tion tive transfer of learning types of knowledge understand conceptual knowledge unit verb volcanoes