MTU Library Catalogue

Syndetics cover image
Image from Syndetics

A taxonomy for learning, teaching, and assessing : a revision of Bloom's / Lorin W. Anderson et al.

By: Anderson, Lorin W [author.].
Contributor(s): Krathwohl, David R [author.] | Airasian, Peter W [author.] | Mayer, Richard E, 1947- [author.] | Pintrich, Paul R [author.] | Bloom, Benjamin S. (Benjamin Samuel), 1913-1999. Taxonomy of educational objectives.
Material type: materialTypeLabelBookPublisher: Harlow, Essex : Pearson Education, [c2014]Copyright date: ©2014Edition: Pearson new international edition.Description: xxix, 302 pages : illustrations ; 25 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781292042848; 1292042842.Subject(s): Bloom, Benjamin S. (Benjamin Samuel), 1913-1999 | Education -- Aims and objectivesDDC classification: 370.1
Contents:
Section I: The Taxonomy: Educational objectives and student learning -- Introduction -- The structure, specificity and problems of objectives -- Section II: The revised taxonomy structure -- The taxonomy table -- The knowledge dimension -- The cognitive process dimension -- Section III: The taxonomy in use -- Using the taxonomy table -- Introduction to the vignettes -- Nutrition vignette -- Macbeth vignette -- Addiction facts vignette -- Parliamentary acts vignette -- Volcanoes? Here? vignette -- Report writing vignette -- Addressing long-standing problems in classroom instruction.
Summary: 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
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Bishopstown Library Lending 370.1 (Browse shelf(Opens below)) 1 Available 00163986
Total holds: 0

Enhanced descriptions from Syndetics:

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.

Includes bibliographical references (pages 279-285) and index.

Section I: The Taxonomy: Educational objectives and student learning -- Introduction -- The structure, specificity and problems of objectives -- Section II: The revised taxonomy structure -- The taxonomy table -- The knowledge dimension -- The cognitive process dimension -- Section III: The taxonomy in use -- Using the taxonomy table -- Introduction to the vignettes -- Nutrition vignette -- Macbeth vignette -- Addiction facts vignette -- Parliamentary acts vignette -- Volcanoes? Here? vignette -- Report writing vignette -- Addressing long-standing problems in classroom instruction.

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

CIT Module EDUC 7008 - Supplementary reading.