Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition
©2001 |Pearson |
Lorin W. Anderson, University of South Carolina
David R. Krathwohl, Syracuse University
Peter W. Airasian, Boston College
Kathleen A. Cruikshank, Indiana University
Richard E. Mayer, University of California, Santa Barbara
Paul R. Pintrich, Late of University of Michigan
James Raths, University of Delaware
Merlin C. Wittrock, UCLA
©2001 |Pearson |
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.
List of Tables and Figures.
SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING.
SECTION II: THE REVISED TAXONOMY STRUCTURE.
SECTION III: THE TAXONOMY IN USE.
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