Revision Of Blooms Taxonomy-Anderson
#notesFromPaper Year : Tags : Authors: Anderson Krathwohl
The first few pages have a great breakdown / summary.
important organizing questions:
learning
- What is important for students to learn
instruction
- How can we deliver instruction
Assessment
- How to accurately determine whether students have learned?
Alignment
- Are the 3 things above consistent with each other?
Factual
- Basic terminology
Conceptual
- Relations between concepts
Procedural
- How to do something
- Knowledge about strategy
- Self Knowledge
When making an assessment, note what stage of the cognitive process you are assessing and make sure you are assessing only that stage.
- classify
- sort into categories
- explain
- construct a cause->effect model
- attribute
- determine the POV, bias, values, or intent underlying presented material
Chapter 2 has some criticisms of learning objectives, in that they can be too general, that not every student responds in the same way.
Chapter 4 has a breakdown of types of knowledge and the subtle differences between them.
- retention: can you remember what was said in the past
- transfer: can you apply that knowledge?
Chapter 5 goes into examples and possible assessments of cognitive processes.
Bookmark Section 3
Chapter 6
The objective is to use the laws of magnetism, which goes in a specific cell. A variety of activities around this topic go in nearby cells.
- Mentions formative vs summative assessments.
- implementation vs execution: if an assignment has unfamiliar tasks, it’s implementation. If it’s all familiar, it’s execution.
Chapter 7 on is about vignettes, uses of the taxonomy in real classrooms.
