Lorin Anderson, David Krathwohl, Peter Airasian, Kathleen Cruikshank, Richard Mayer, Paul Pintrich, James Raths, Merlin Wittrock

A Taxonomy for Learning, Teaching, and Assessing

A Revision of Bloom's Taxonomy of Educational Objectives, Complete Edition

• Gebundenes Buch

Produktbeschreibung

Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. 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.

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Produktdetails

• Verlag: Pearson Education
• Complete edition
• Seitenzahl: 384
• Erscheinungstermin: 19. Dezember 2000
• Englisch
• Abmessung: 243mm x 194mm x 23mm
• Gewicht: 785g
• ISBN-13: 9780321084057
• ISBN-10: 0321084055
• Artikelnr.: 22747323

Autorenporträt

Dr. Lorin W. Anderson is a Carolina Distinguished Professor at the University of South Carolina where he has served on the faculty since 1973. He has written extensively in the areas of classroom instruction and school learning, educational programs for economically disadvantaged children and youth, and testing and assessment. In addition to this title, he has authored Bloom's Taxonomy: A Forty-Year Retrospective (1994), A Handbook for Teacher Leadership (1995), and the International Encyclopeida of Teaching and Teacher Education, Second Edition (1995)

Inhaltsangabe

List of Tables and Figures.
Preface.
Foreword.
SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING.
 1. Introduction.
 2. The Structure, Specificity, and Problems of Objectives.
SECTION II: THE REVISED TAXONOMY STRUCTURE.
 3. The Taxonomy Table.
 4. The Knowledge Dimension.
 5. The Cognitive Process Dimension.
SECTION III: THE TAXONOMY IN USE.
 6. Using the Taxonomy Table.
 7. Introduction to the Vignettes.
 8. Nutrition Vignette.
 9. Macbeth Vignette.
10. Addition Facts Vignette.
11. Parliamentary Acts Vignette.
12. Volcanoes? Here? Vignette.
13. Report Writing Vignette.
14. Addressing Long-standing Problems in Classroom Instruction.
SECTION IV: THE TAXONOMY IN PERSPECTIVE.
15. The Taxonomy in Relation to Alternative Frameworks.
16. Empirical Studies of the Structure of the Taxonomy.
17. Unsolved Problems.
APPENDICES.
Appendix A: Summary of the Changes from the Original Framework.
Appendix B: Condensed Version of the Original Taxonomy of Educational
Objectives: Cognitive Domain..
Appendix C: Data Used in the Meta-Analysis in Chapter 16.
References.
Credits.
Index.