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해외주문 [Book] A Taxonomy for Learning, Teaching, and Assessing A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition

2/E Complete. | Paperback
Anderson, Lorin , Krathwohl, David , Airasian, Peter 지음 | Pearson | 2000년 12월 19일
A Taxonomy for Learning, Teaching, and Assessing
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상품상세정보
ISBN 9780801319037(080131903X)
쪽수 336쪽
언어 English
크기 191(W) X 236(H) X 15(T) (mm)
2/E Complete.
제본형태 Paperback
총권수 1권
리딩지수 Level Scholarly/Undergraduate

책소개

이 책이 속한 분야

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.
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목차

List of Tables and Figuresp. xix
Prefacep. xxi
Forewordp. xxvii
The Taxonomy: Educational Objectives and Student Learningp. 1
Introductionp. 3
The Need for a Taxonomyp. 3
Using Our Increased Understandingp. 6
The Taxonomy Table, Objectives, and Instructional Timep. 6
The Taxonomy Table and Instructionp. 7
The Taxonomy Table and Assessmentp. 8
The Concept of Alignmentp. 10
Teachers as Curriculum Makers Versus Teachers as Curriculum Implementers: A Closing Commentp. 10
The Structure, Specificity, and Problems of Objectivesp. 12
The Structure of Objectivesp. 12
Content Versus Knowledgep. 12
Behavior Versus Cognitive Processesp. 13
Specificity of Objectivesp. 15
Global Objectivesp. 15
Educational Objectivesp. 15
Instructional Objectivesp. 16
Summary of Levels of Objectivesp. 16
What Objectives Are Notp. 17
A Changing Vocabulary of Objectivesp. 18
Problems with Objectivesp. 20
Specificity and Inclusivenessp. 20
The Lock-Step Nature of Objectivesp. 21
What Does an Objective Represent--Learning or Performance?p. 21
The Restricted Use of Objectivesp. 22
Concluding Commentp. 23
The Revised Taxonomy Structurep. 25
The Taxonomy Tablep. 27
Categories of the Knowledge Dimensionp. 27
Categories of the Cognitive Process Dimensionp. 30
The Taxonomy Table and Objectives: A Diagrammatic Summaryp. 30
Why Categorize Objectives?p. 34
Our Use of Multiple Forms of Definitionp. 36
Verbal Descriptionsp. 36
Sample Objectivesp. 37
Sample Assessment Tasksp. 37
Sample Instructional Activitiesp. 37
Closing Comment: A Look Aheadp. 37
The Knowledge Dimensionp. 38
A Distinction Between Knowledge and Subject Matter Content: A Tale of Four Teachersp. 39
Different Types of Knowledgep. 40
A Distinction Between Factual and Conceptual Knowledgep. 41
A Rationale for Metacognitive Knowledgep. 43
Categories of the Knowledge Dimensionp. 45
Factual Knowledgep. 45
Knowledge of Terminologyp. 45
Knowledge of Specific Details and Elementsp. 47
Conceptual Knowledgep. 48
Knowledge of Classifications and Categoriesp. 49
Knowledge of Principles and Generalizationsp. 51
Knowledge of Theories, Models, and Structuresp. 51
Procedural Knowledgep. 52
Knowledge of Subject-Specific Skills and Algorithmsp. 53
Knowledge of Subject-Specific Techniques and Methodsp. 54
Knowledge of Criteria for Determining when to Use Appropriate Proceduresp. 54
Metacognitive Knowledgep. 55
Strategic Knowledgep. 56
Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledgep. 57
Self-Knowledgep. 59
Assessing Objectives Involving Metacognitive Knowledgep. 60
Conclusionp. 62
The Cognitive Process Dimensionp. 63
A Tale of Three Learning Outcomesp. 64
No Learningp. 64
Rote Learningp. 64
Meaningful Learningp. 64
Meaningful Learning as Constructing Knowledge Frameworksp. 65
Cognitive Processes for Retention and Transferp. 65
The Categories of the Cognitive Process Dimensionp. 66
Rememberp. 66
Recognizingp. 69
Recallingp. 69
Understandp. 70
Interpretingp. 70
Exemplifyingp. 71
Classifyingp. 72
Summarizingp. 73
Inferringp. 73
Comparingp. 75
Explainingp. 75
Applyp. 77
Executingp. 77
Implementingp. 78
Analyzep. 79
Differentiatingp. 80
Organizingp. 81
Attributingp. 82
Evaluatep. 83
Checkingp. 83
Critiquingp. 84
Createp. 84
Generatingp. 86
Planningp. 87
Producingp. 87
Decontextualized and Contextualized Cognitive Processesp. 88
An Example of Educational Objectives in Contextp. 89
Remembering What Was Learnedp. 90
Making Sense of and Using What Was Learnedp. 90
Conclusionp. 91
The Taxonomy in Usep. 93
Using the Taxonomy Tablep. 95
Using the Taxonomy Table in Analyzing Your Own Workp. 95
Using the Taxonomy Table in Analyzing the Work of Othersp. 96
The Taxonomy Table Revisitedp. 97
The Learning Questionp. 97
The Instruction Questionp. 99
The Assessment Questionp. 101
The Alignment Questionp. 102
Problems in Classifying Objectivesp. 105
The Level of Specificity Problemp. 105
The Prior Learning Problemp. 105
Differentiating Objectives from Activitiesp. 106
Some Helpful Hintsp. 107
Consider the Verb-Noun Combinationp. 107
Relate Type of Knowledge to Processp. 107
Make Sure You Have the Right Nounp. 108
Rely on Multiple Sourcesp. 109
Introduction to the Vignettesp. 110
Characterization of the Vignettesp. 110
The Curriculum Unitp. 111
Central Components of the Vignette Descriptionsp. 112
Using the Taxonomy Table to Analyze the Vignettesp. 114
The Analytic Process: A Summaryp. 117
Organization and Structure of the Vignette Chaptersp. 117
A Closing Commentp. 118
Nutrition Vignettep. 119
Objectivesp. 119
Instructional Activitiesp. 120
Assessmentp. 127
Closing Commentaryp. 128
The Learning Questionp. 128
The Instruction Questionp. 128
The Assessment Questionp. 130
The Alignment Questionp. 130
Closing Questionsp. 131
Attachmentsp. 133
Macbeth Vignettep. 136
Objectivesp. 137
Instructional Activitiesp. 137
Assessmentp. 143
Closing Commentaryp. 146
The Learning Questionp. 146
The Instruction Questionp. 146
The Assessment Questionp. 148
The Alignment Questionp. 148
Closing Questionsp. 149
Attachmentsp. 151
Addition Facts Vignettep. 158
Objectivesp. 158
Instructional Activitiesp. 159
Assessmentp. 165
Closing Commentaryp. 168
The Learning Questionp. 168
The Instruction Questionp. 168
The Assessment Questionp. 169
The Alignment Questionp. 169
Closing Questionsp. 169
Parliamentary Acts Vignettep. 171
Objectivesp. 171
Instructional Activitiesp. 173
Assessmentp. 180
Closing Commentaryp. 182
The Learning Questionp. 182
The Instruction Questionp. 184
The Assessment Questionp. 184
The Alignment Questionp. 184
Closing Questionsp. 184
Attachmentsp. 186
Volcanoes? Here? Vignettep. 190
Objectivesp. 190
Instructional Activitiesp. 191
Assessmentp. 201
Closing Commentaryp. 205
The Learning Questionp. 205
The Instruction Questionp. 205
The Assessment Questionp. 205
The Alignment Questionp. 205
Closing Questionsp. 206
Attachmentsp. 208
Report Writing Vignettep. 210
Objectivesp. 210
Instructional Activitiesp. 213
Assessmentp. 220
Closing Commentaryp. 223
The Learning Questionp. 223
The Instruction Questionp. 223
The Assessment Questionp. 225
The Alignment Questionp. 225
Closing Questionsp. 226
Attachmentsp. 228
Addressing Long-Standing Problems in Classroom Instructionp. 232
Generalizations Related to the Learning Questionp. 234
Using Complex Processes to Facilitate Mastery of Simpler Objectivesp. 234
Choosing Varieties of Knowledgep. 236
Generalizations Related to the Instruction Questionp. 239
Recognizing Links Between Knowledge Types and Cognitive Processesp. 239
Differentiating Instructional Activities from Objectivesp. 242
Generalizations Related to the Assessment Questionsp. 245
Using Summative and Formative Assessmentsp. 245
Dealing with External Assessmentsp. 248
Generalizations Related to the Alignment Questionp. 250
Aligning Assessments with Objectivesp. 250
Aligning Instructional Activities with Assessmentsp. 253
Aligning Instructional Activities with Objectivesp. 255
A Final Commentp. 256
The Taxonomy in Perspectivep. 257
The Taxonomy in Relation to Alternative Frameworksp. 259
Unidimensional Classification Systemsp. 260
Gerlach and Sullivan's Taxonomy of Commonly Taught Behaviorsp. 260
Ausubel and Robinson's Six Hierarchically Ordered Categoriesp. 261
Metfessel, Michael, and Kirsner's Synonymsp. 261
Gagne's Hierarchy of Learningp. 264
Stahl and Murphy's Domain of Cognitionp. 265
Bruce's Integration of Knowledge with the Other Categoriesp. 269
Romizowski's Analysis of Knowledge and Skillsp. 270
Biggs and Collis's SOLOp. 270
Quellmalz's Taxonomy of Cognitive Processesp. 272
Hauenstein's Conceptual Framework for Educational Objectivesp. 272
Reigeluth and Moore's Comparison Frameworkp. 274
Multidimensional Classification Systemsp. 274
DeBlock's Three-Dimensional Frameworkp. 274
DeCorte's Modification of Guilford's Structure of Intellect Modelp. 275
Ormell's Modification of the Taxonomyp. 278
Hannah and Michaelis's Comprehensive Framework for Instructional Objectivesp. 279
Williams's Behavioral typology of Educational Objectivesp. 281
Marzano's Dimensions of Learningp. 282
Merrill's Component Display Theoryp. 283
Haladyna (1997) and Williams and Haladyna's (1982) Typology for Higher-Level Test Itemsp. 284
Similarities of the Revision's Changes to the 19 Alternative Frameworksp. 286
Empirical Studies of the Structure of the Taxonomyp. 287
Studies of the Cumulative Hierarchy Issuep. 287
A Weak Empirical Approach to Checking for a Cumulative Hierarchyp. 288
A Stronger Empirical Approach to Checking for a Cumulative Hierarchyp. 288
A Meta-Analysis of the Available Intercorrelational Data Among Categoriesp. 289
The Ordering of the Evaluation (Evaluate) and Synthesis (Create) Categoriesp. 291
Evidence from Structural Linear Equation Modeling Studiesp. 292
In Conclusionp. 293
Unsolved Problemsp. 295
Relationships Among Curriculum, Instruction, and Assessmentp. 295
Curriculum Concernsp. 295
Instruction Concernsp. 297
Assessment Concernsp. 298
Usefulness of the Framework to Studentsp. 299
Relationship to a Theory of Learning and Cognitionp. 300
Relationships Among the Domainsp. 300
In Closingp. 301
Appendixesp. 303
Summary of Changes from the Original Frameworkp. 305
Four Changes in Emphasisp. 305
Four Changes in Terminologyp. 307
Four Changes in Structurep. 308
The Inclusion of Understanding and the Omission of Problem Solving and Critical Thinkingp. 311
Condensed Version of the Original Taxonomy of Education Objectives: Cognitive Domainp. 313
Knowledgep. 313
Intellectual Abilities and Skillsp. 316
Data Used in the Meta-Analysis in Chapter 16p. 320
Referencesp. 323
Creditsp. 333
Indexp. 335
Table of Contents provided by Syndetics. All Rights Reserved.

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