A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives
B> This revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected tolearn in school. Like no other text, it explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C&I emphasis), and measurement and assessment experts (assessment emphasis). This "revisited" framework allows you to connect learning in all areas of curriculum. Educators, or others interested in Educational Psychology or Educational Methods for grades K-12.
25 pages matching sample objective in this book
Results 1-3 of 25
What people are saying - Write a review
We haven't found any reviews in the usual places.
Other editions - View all
Acts vignette addition facts Airasian alignment question analysis answer apply procedural knowledge appropriate ask students assessment tasks cells classifications and categories classify classroom COGNITIVE KNOWLEDGE cognitive process categories Cognitive Process Dimension Commentary commercials corresponding assessment create based criteria curriculum dents determine Dimension Knowledge Dimension discussion editorial educational objectives emphasis example focus formal assessment formative assessment framework grade help students igneous rocks important inferring instructional activities intended involves knowl knowledge i.e. knowledge Objective learning question Lessons long-term memory memorization ment Metacognitive knowledge models noun noun phrase Ohm's law onomy Parliamentary Acts persuasive writing plate tectonics problem Process Dimension Knowledge recall relay race relevant remember factual knowledge requires rocks sample objective solve specific strategies structure student learning subject matter subtypes summative assessment teachers teaching theory tion tive types of knowledge understand conceptual knowledge unit verb volcanoes