A Taxonomy for Learning, Teaching, and Assessing
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패키지
북카드
목차
List of Tables and Figures p. xix Preface p. xxi Foreword p. xxvii The Taxonomy: Educational Objectives and Student Learning p. 1 Introduction p. 3 The Need for a Taxonomy p. 3 Using Our Increased Understanding p. 6 The Taxonomy Table, Objectives, and Instructional Time p. 6 The Taxonomy Table and Instruction p. 7 The Taxonomy Table and Assessment p. 8 The Concept of Alignment p. 10 Teachers as Curriculum Makers Versus Teachers as Curriculum Implementers: A Closing Comment p. 10 The Structure, Specificity, and Problems of Objectives p. 12 The Structure of Objectives p. 12 Content Versus Knowledge p. 12 Behavior Versus Cognitive Processes p. 13 Specificity of Objectives p. 15 Global Objectives p. 15 Educational Objectives p. 15 Instructional Objectives p. 16 Summary of Levels of Objectives p. 16 What Objectives Are Not p. 17 A Changing Vocabulary of Objectives p. 18 Problems with Objectives p. 20 Specificity and Inclusiveness p. 20 The Lock-Step Nature of Objectives p. 21 What Does an Objective Represent--Learning or Performance? p. 21 The Restricted Use of Objectives p. 22 Concluding Comment p. 23 The Revised Taxonomy Structure p. 25 The Taxonomy Table p. 27 Categories of the Knowledge Dimension p. 27 Categories of the Cognitive Process Dimension p. 30 The Taxonomy Table and Objectives: A Diagrammatic Summary p. 30 Why Categorize Objectives? p. 34 Our Use of Multiple Forms of Definition p. 36 Verbal Descriptions p. 36 Sample Objectives p. 37 Sample Assessment Tasks p. 37 Sample Instructional Activities p. 37 Closing Comment: A Look Ahead p. 37 The Knowledge Dimension p. 38 A Distinction Between Knowledge and Subject Matter Content: A Tale of Four Teachers p. 39 Different Types of Knowledge p. 40 A Distinction Between Factual and Conceptual Knowledge p. 41 A Rationale for Metacognitive Knowledge p. 43 Categories of the Knowledge Dimension p. 45 Factual Knowledge p. 45 Knowledge of Terminology p. 45 Knowledge of Specific Details and Elements p. 47 Conceptual Knowledge p. 48 Knowledge of Classifications and Categories p. 49 Knowledge of Principles and Generalizations p. 51 Knowledge of Theories, Models, and Structures p. 51 Procedural Knowledge p. 52 Knowledge of Subject-Specific Skills and Algorithms p. 53 Knowledge of Subject-Specific Techniques and Methods p. 54 Knowledge of Criteria for Determining when to Use Appropriate Procedures p. 54 Metacognitive Knowledge p. 55 Strategic Knowledge p. 56 Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge p. 57 Self-Knowledge p. 59 Assessing Objectives Involving Metacognitive Knowledge p. 60 Conclusion p. 62 The Cognitive Process Dimension p. 63 A Tale of Three Learning Outcomes p. 64 No Learning p. 64 Rote Learning p. 64 Meaningful Learning p. 64 Meaningful Learning as Constructing Knowledge Frameworks p. 65 Cognitive Processes for Retention and Transfer p. 65 The Categories of the Cognitive Process Dimension p. 66 Remember p. 66 Recognizing p. 69 Recalling p. 69 Understand p. 70 Interpreting p. 70 Exemplifying p. 71 Classifying p. 72 Summarizing p. 73 Inferring p. 73 Comparing p. 75 Explaining p. 75 Apply p. 77 Executing p. 77 Implementing p. 78 Analyze p. 79 Differentiating p. 80 Organizing p. 81 Attributing p. 82 Evaluate p. 83 Checking p. 83 Critiquing p. 84 Create p. 84 Generating p. 86 Planning p. 87 Producing p. 87 Decontextualized and Contextualized Cognitive Processes p. 88 An Example of Educational Objectives in Context p. 89 Remembering What Was Learned p. 90 Making Sense of and Using What Was Learned p. 90 Conclusion p. 91 The Taxonomy in Use p. 93 Using the Taxonomy Table p. 95 Using the Taxonomy Table in Analyzing Your Own Work p. 95 Using the Taxonomy Table in Analyzing the Work of Others p. 96 The Taxonomy Table Revisited p. 97 The Learning Question p. 97 The Instruction Question p. 99 The Assessment Question p. 101 The Alignment Question p. 102 Problems in Classifying Objectives p. 105 The Level of Specificity Problem p. 105 The Prior Learning Problem p. 105 Differentiating Objectives from Activities p. 106 Some Helpful Hints p. 107 Consider the Verb-Noun Combination p. 107 Relate Type of Knowledge to Process p. 107 Make Sure You Have the Right Noun p. 108 Rely on Multiple Sources p. 109 Introduction to the Vignettes p. 110 Characterization of the Vignettes p. 110 The Curriculum Unit p. 111 Central Components of the Vignette Descriptions p. 112 Using the Taxonomy Table to Analyze the Vignettes p. 114 The Analytic Process: A Summary p. 117 Organization and Structure of the Vignette Chapters p. 117 A Closing Comment p. 118 Nutrition Vignette p. 119 Objectives p. 119 Instructional Activities p. 120 Assessment p. 127 Closing Commentary p. 128 The Learning Question p. 128 The Instruction Question p. 128 The Assessment Question p. 130 The Alignment Question p. 130 Closing Questions p. 131 Attachments p. 133 Macbeth Vignette p. 136 Objectives p. 137 Instructional Activities p. 137 Assessment p. 143 Closing Commentary p. 146 The Learning Question p. 146 The Instruction Question p. 146 The Assessment Question p. 148 The Alignment Question p. 148 Closing Questions p. 149 Attachments p. 151 Addition Facts Vignette p. 158 Objectives p. 158 Instructional Activities p. 159 Assessment p. 165 Closing Commentary p. 168 The Learning Question p. 168 The Instruction Question p. 168 The Assessment Question p. 169 The Alignment Question p. 169 Closing Questions p. 169 Parliamentary Acts Vignette p. 171 Objectives p. 171 Instructional Activities p. 173 Assessment p. 180 Closing Commentary p. 182 The Learning Question p. 182 The Instruction Question p. 184 The Assessment Question p. 184 The Alignment Question p. 184 Closing Questions p. 184 Attachments p. 186 Volcanoes? Here? Vignette p. 190 Objectives p. 190 Instructional Activities p. 191 Assessment p. 201 Closing Commentary p. 205 The Learning Question p. 205 The Instruction Question p. 205 The Assessment Question p. 205 The Alignment Question p. 205 Closing Questions p. 206 Attachments p. 208 Report Writing Vignette p. 210 Objectives p. 210 Instructional Activities p. 213 Assessment p. 220 Closing Commentary p. 223 The Learning Question p. 223 The Instruction Question p. 223 The Assessment Question p. 225 The Alignment Question p. 225 Closing Questions p. 226 Attachments p. 228 Addressing Long-Standing Problems in Classroom Instruction p. 232 Generalizations Related to the Learning Question p. 234 Using Complex Processes to Facilitate Mastery of Simpler Objectives p. 234 Choosing Varieties of Knowledge p. 236 Generalizations Related to the Instruction Question p. 239 Recognizing Links Between Knowledge Types and Cognitive Processes p. 239 Differentiating Instructional Activities from Objectives p. 242 Generalizations Related to the Assessment Questions p. 245 Using Summative and Formative Assessments p. 245 Dealing with External Assessments p. 248 Generalizations Related to the Alignment Question p. 250 Aligning Assessments with Objectives p. 250 Aligning Instructional Activities with Assessments p. 253 Aligning Instructional Activities with Objectives p. 255 A Final Comment p. 256 The Taxonomy in Perspective p. 257 The Taxonomy in Relation to Alternative Frameworks p. 259 Unidimensional Classification Systems p. 260 Gerlach and Sullivan's Taxonomy of Commonly Taught Behaviors p. 260 Ausubel and Robinson's Six Hierarchically Ordered Categories p. 261 Metfessel, Michael, and Kirsner's Synonyms p. 261 Gagne's Hierarchy of Learning p. 264 Stahl and Murphy's Domain of Cognition p. 265 Bruce's Integration of Knowledge with the Other Categories p. 269 Romizowski's Analysis of Knowledge and Skills p. 270 Biggs and Collis's SOLO p. 270 Quellmalz's Taxonomy of Cognitive Processes p. 272 Hauenstein's Conceptual Framework for Educational Objectives p. 272 Reigeluth and Moore's Comparison Framework p. 274 Multidimensional Classification Systems p. 274 DeBlock's Three-Dimensional Framework p. 274 DeCorte's Modification of Guilford's Structure of Intellect Model p. 275 Ormell's Modification of the Taxonomy p. 278 Hannah and Michaelis's Comprehensive Framework for Instructional Objectives p. 279 Williams's Behavioral typology of Educational Objectives p. 281 Marzano's Dimensions of Learning p. 282 Merrill's Component Display Theory p. 283 Haladyna (1997) and Williams and Haladyna's (1982) Typology for Higher-Level Test Items p. 284 Similarities of the Revision's Changes to the 19 Alternative Frameworks p. 286 Empirical Studies of the Structure of the Taxonomy p. 287 Studies of the Cumulative Hierarchy Issue p. 287 A Weak Empirical Approach to Checking for a Cumulative Hierarchy p. 288 A Stronger Empirical Approach to Checking for a Cumulative Hierarchy p. 288 A Meta-Analysis of the Available Intercorrelational Data Among Categories p. 289 The Ordering of the Evaluation (Evaluate) and Synthesis (Create) Categories p. 291 Evidence from Structural Linear Equation Modeling Studies p. 292 In Conclusion p. 293 Unsolved Problems p. 295 Relationships Among Curriculum, Instruction, and Assessment p. 295 Curriculum Concerns p. 295 Instruction Concerns p. 297 Assessment Concerns p. 298 Usefulness of the Framework to Students p. 299 Relationship to a Theory of Learning and Cognition p. 300 Relationships Among the Domains p. 300 In Closing p. 301 Appendixes p. 303 Summary of Changes from the Original Framework p. 305 Four Changes in Emphasis p. 305 Four Changes in Terminology p. 307 Four Changes in Structure p. 308 The Inclusion of Understanding and the Omission of Problem Solving and Critical Thinking p. 311 Condensed Version of the Original Taxonomy of Education Objectives: Cognitive Domain p. 313 Knowledge p. 313 Intellectual Abilities and Skills p. 316 Data Used in the Meta-Analysis in Chapter 16 p. 320 References p. 323 Credits p. 333 Index p. 335 Table of Contents provided by Syndetics. 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기본정보
ISBN | 9780801319037 ( 080131903X ) |
---|---|
발행(출시)일자 | 2000년 12월 19일 |
쪽수 | 336쪽 |
크기 |
191 * 236
* 15
mm
/ 476 g
|
총권수 | 1권 |
언어 | 영어 |
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