A Taxonomy for Learning, Teaching, and Assessing

2/EComplete.

Anderson, Lorin , Krathwohl, David , Airasian, Peter 저자(글)

Pearson · 2000년 12월 19일

책 소개

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 to learn 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.

작가정보

저자(글) Anderson, Lorin

MIG

저자(글) Krathwohl, David

MIG

저자(글) Airasian, Peter

MIG

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. All Rights Reserved.

기본정보

ISBN	9780801319037 ( 080131903X )
발행(출시)일자	2000년 12월 19일
쪽수	336쪽
크기	191 * 236 * 15 mm / 476 g
총권수	1권
언어	영어