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.

Table of contents provided by Syndetics

• List of Tables and Figures (p. xix)
• Preface (p. xxi)
• Foreword (p. xxvii)
• Section I The Taxonomy: Educational Objectives and Student Learning (p. 1)
• Chapter 1 Introduction (p. 3)
• The Need for a Taxonomy (p. 3)
• Using Our Increased Understanding (p. 6)
• The Taxonomy Table, Objectives, and Instructional Time (p. 6)
• The Taxonomy Table and Instruction (p. 7)
• The Taxonomy Table and Assessment (p. 8)
• The Concept of Alignment (p. 10)
• Teachers as Curriculum Makers Versus Teachers as Curriculum Implementers: A Closing Comment (p. 10)
• Chapter 2 The Structure, Specificity, and Problems of Objectives (p. 12)
• The Structure of Objectives (p. 12)
• Content Versus Knowledge (p. 12)
• Behavior Versus Cognitive Processes (p. 13)
• Specificity of Objectives (p. 15)
• Global Objectives (p. 15)
• Educational Objectives (p. 15)
• Instructional Objectives (p. 16)
• Summary of Levels of Objectives (p. 16)
• What Objectives Are Not (p. 17)
• A Changing Vocabulary of Objectives (p. 18)
• Problems with Objectives (p. 20)
• Specificity and Inclusiveness (p. 20)
• The Lock-Step Nature of Objectives (p. 21)
• What Does an Objective Represent--Learning or Performance? (p. 21)
• The Restricted Use of Objectives (p. 22)
• Concluding Comment (p. 23)
• Section II The Revised Taxonomy Structure (p. 25)
• Chapter 3 The Taxonomy Table (p. 27)
• Categories of the Knowledge Dimension (p. 27)
• Categories of the Cognitive Process Dimension (p. 30)
• The Taxonomy Table and Objectives: A Diagrammatic Summary (p. 30)
• Why Categorize Objectives? (p. 34)
• Our Use of Multiple Forms of Definition (p. 36)
• Verbal Descriptions (p. 36)
• Sample Objectives (p. 37)
• Sample Assessment Tasks (p. 37)
• Sample Instructional Activities (p. 37)
• Closing Comment: A Look Ahead (p. 37)
• Chapter 4 The Knowledge Dimension (p. 38)
• A Distinction Between Knowledge and Subject Matter Content: A Tale of Four Teachers (p. 39)
• Different Types of Knowledge (p. 40)
• A Distinction Between Factual and Conceptual Knowledge (p. 41)
• A Rationale for Metacognitive Knowledge (p. 43)
• Categories of the Knowledge Dimension (p. 45)
• Factual Knowledge (p. 45)
• Knowledge of Terminology (p. 45)
• Knowledge of Specific Details and Elements (p. 47)
• Conceptual Knowledge (p. 48)
• Knowledge of Classifications and Categories (p. 49)
• Knowledge of Principles and Generalizations (p. 51)
• Knowledge of Theories, Models, and Structures (p. 51)
• Procedural Knowledge (p. 52)
• Knowledge of Subject-Specific Skills and Algorithms (p. 53)
• Knowledge of Subject-Specific Techniques and Methods (p. 54)
• Knowledge of Criteria for Determining when to Use Appropriate Procedures (p. 54)
• Metacognitive Knowledge (p. 55)
• Strategic Knowledge (p. 56)
• Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge (p. 57)
• Self-Knowledge (p. 59)
• Assessing Objectives Involving Metacognitive Knowledge (p. 60)
• Conclusion (p. 62)
• Chapter 5 The Cognitive Process Dimension (p. 63)
• A Tale of Three Learning Outcomes (p. 64)
• No Learning (p. 64)
• Rote Learning (p. 64)
• Meaningful Learning (p. 64)
• Meaningful Learning as Constructing Knowledge Frameworks (p. 65)
• Cognitive Processes for Retention and Transfer (p. 65)
• The Categories of the Cognitive Process Dimension (p. 66)
• Remember (p. 66)
• Recognizing (p. 69)
• Recalling (p. 69)
• Understand (p. 70)
• Interpreting (p. 70)
• Exemplifying (p. 71)
• Classifying (p. 72)
• Summarizing (p. 73)
• Inferring (p. 73)
• Comparing (p. 75)
• Explaining (p. 75)
• Apply (p. 77)
• Executing (p. 77)
• Implementing (p. 78)
• Analyze (p. 79)
• Differentiating (p. 80)
• Organizing (p. 81)
• Attributing (p. 82)
• Evaluate (p. 83)
• Checking (p. 83)
• Critiquing (p. 84)
• Create (p. 84)
• Generating (p. 86)
• Planning (p. 87)
• Producing (p. 87)
• Decontextualized and Contextualized Cognitive Processes (p. 88)
• An Example of Educational Objectives in Context (p. 89)
• Remembering What Was Learned (p. 90)
• Making Sense of and Using What Was Learned (p. 90)
• Conclusion (p. 91)
• Section III The Taxonomy in Use (p. 93)
• Chapter 6 Using the Taxonomy Table (p. 95)
• Using the Taxonomy Table in Analyzing Your Own Work (p. 95)
• Using the Taxonomy Table in Analyzing the Work of Others (p. 96)
• The Taxonomy Table Revisited (p. 97)
• The Learning Question (p. 97)
• The Instruction Question (p. 99)
• The Assessment Question (p. 101)
• The Alignment Question (p. 102)
• Problems in Classifying Objectives (p. 105)
• The Level of Specificity Problem (p. 105)
• The Prior Learning Problem (p. 105)
• Differentiating Objectives from Activities (p. 106)
• Some Helpful Hints (p. 107)
• Consider the Verb-Noun Combination (p. 107)
• Relate Type of Knowledge to Process (p. 107)
• Make Sure You Have the Right Noun (p. 108)
• Rely on Multiple Sources (p. 109)
• Chapter 7 Introduction to the Vignettes (p. 110)
• Characterization of the Vignettes (p. 110)
• The Curriculum Unit (p. 111)
• Central Components of the Vignette Descriptions (p. 112)
• Using the Taxonomy Table to Analyze the Vignettes (p. 114)
• The Analytic Process: A Summary (p. 117)
• Organization and Structure of the Vignette Chapters (p. 117)
• A Closing Comment (p. 118)
• Chapter 8 Nutrition Vignette (p. 119)
• Section I Objectives (p. 119)
• Section II Instructional Activities (p. 120)
• Section III Assessment (p. 127)
• Section IV Closing Commentary (p. 128)
• The Learning Question (p. 128)
• The Instruction Question (p. 128)
• The Assessment Question (p. 130)
• The Alignment Question (p. 130)
• Section V Closing Questions (p. 131)
• Attachments (p. 133)
• Chapter 9 Macbeth Vignette (p. 136)
• Part I Objectives (p. 137)
• Part II Instructional Activities (p. 137)
• Part III Assessment (p. 143)
• Part IV Closing Commentary (p. 146)
• The Learning Question (p. 146)
• The Instruction Question (p. 146)
• The Assessment Question (p. 148)
• The Alignment Question (p. 148)
• Part V Closing Questions (p. 149)
• Attachments (p. 151)
• Chapter 10 Addition Facts Vignette (p. 158)
• Part I Objectives (p. 158)
• Part II Instructional Activities (p. 159)
• Part III Assessment (p. 165)
• Part IV Closing Commentary (p. 168)
• The Learning Question (p. 168)
• The Instruction Question (p. 168)
• The Assessment Question (p. 169)
• The Alignment Question (p. 169)
• Part V Closing Questions (p. 169)
• Chapter 11 Parliamentary Acts Vignette (p. 171)
• Part I Objectives (p. 171)
• Part II Instructional Activities (p. 173)
• Part III Assessment (p. 180)
• Part IV Closing Commentary (p. 182)
• The Learning Question (p. 182)
• The Instruction Question (p. 184)
• The Assessment Question (p. 184)
• The Alignment Question (p. 184)
• Part V Closing Questions (p. 184)
• Attachments (p. 186)
• Chapter 12 Volcanoes? Here? Vignette (p. 190)
• Part I Objectives (p. 190)
• Part II Instructional Activities (p. 191)
• Part III Assessment (p. 201)
• Part IV Closing Commentary (p. 205)
• The Learning Question (p. 205)
• The Instruction Question (p. 205)
• The Assessment Question (p. 205)
• The Alignment Question (p. 205)
• Part V Closing Questions (p. 206)
• Attachments (p. 208)
• Chapter 13 Report Writing Vignette (p. 210)
• Part I Objectives (p. 210)
• Part II Instructional Activities (p. 213)
• Part III Assessment (p. 220)
• Part IV Closing Commentary (p. 223)
• The Learning Question (p. 223)
• The Instruction Question (p. 223)
• The Assessment Question (p. 225)
• The Alignment Question (p. 225)
• Part V Closing Questions (p. 226)
• Attachments (p. 228)
• Chapter 14 Addressing Long-Standing Problems in Classroom Instruction (p. 232)
• Generalizations Related to the Learning Question (p. 234)
• Using Complex Processes to Facilitate Mastery of Simpler Objectives (p. 234)
• Choosing Varieties of Knowledge (p. 236)
• Generalizations Related to the Instruction Question (p. 239)
• Recognizing Links Between Knowledge Types and Cognitive Processes (p. 239)
• Differentiating Instructional Activities from Objectives (p. 242)
• Generalizations Related to the Assessment Questions (p. 245)
• Using Summative and Formative Assessments (p. 245)
• Dealing with External Assessments (p. 248)
• Generalizations Related to the Alignment Question (p. 250)
• Aligning Assessments with Objectives (p. 250)
• Aligning Instructional Activities with Assessments (p. 253)
• Aligning Instructional Activities with Objectives (p. 255)
• A Final Comment (p. 256)
• Section IV The Taxonomy in Perspective (p. 257)
• Chapter 15 The Taxonomy in Relation to Alternative Frameworks (p. 259)
• Unidimensional Classification Systems (p. 260)
• Gerlach and Sullivan's Taxonomy of Commonly Taught Behaviors (p. 260)
• Ausubel and Robinson's Six Hierarchically Ordered Categories (p. 261)
• Metfessel, Michael, and Kirsner's Synonyms (p. 261)
• Gagne's Hierarchy of Learning (p. 264)
• Stahl and Murphy's Domain of Cognition (p. 265)
• Bruce's Integration of Knowledge with the Other Categories (p. 269)
• Romizowski's Analysis of Knowledge and Skills (p. 270)
• Biggs and Collis's SOLO (p. 270)
• Quellmalz's Taxonomy of Cognitive Processes (p. 272)
• Hauenstein's Conceptual Framework for Educational Objectives (p. 272)
• Reigeluth and Moore's Comparison Framework (p. 274)
• Multidimensional Classification Systems (p. 274)
• DeBlock's Three-Dimensional Framework (p. 274)
• DeCorte's Modification of Guilford's Structure of Intellect Model (p. 275)
• Ormell's Modification of the Taxonomy (p. 278)
• Hannah and Michaelis's Comprehensive Framework for Instructional Objectives (p. 279)
• Williams's Behavioral typology of Educational Objectives (p. 281)
• Marzano's Dimensions of Learning (p. 282)
• Merrill's Component Display Theory (p. 283)
• Haladyna (1997) and Williams and Haladyna's (1982) Typology for Higher-Level Test Items (p. 284)
• Similarities of the Revision's Changes to the 19 Alternative Frameworks (p. 286)
• Chapter 16 Empirical Studies of the Structure of the Taxonomy (p. 287)
• Studies of the Cumulative Hierarchy Issue (p. 287)
• A Weak Empirical Approach to Checking for a Cumulative Hierarchy (p. 288)
• A Stronger Empirical Approach to Checking for a Cumulative Hierarchy (p. 288)
• A Meta-Analysis of the Available Intercorrelational Data Among Categories (p. 289)
• The Ordering of the Evaluation (Evaluate) and Synthesis (Create) Categories (p. 291)
• Evidence from Structural Linear Equation Modeling Studies (p. 292)
• In Conclusion (p. 293)
• Chapter 17 Unsolved Problems (p. 295)
• Relationships Among Curriculum, Instruction, and Assessment (p. 295)
• Curriculum Concerns (p. 295)
• Instruction Concerns (p. 297)
• Assessment Concerns (p. 298)
• Usefulness of the Framework to Students (p. 299)
• Relationship to a Theory of Learning and Cognition (p. 300)
• Relationships Among the Domains (p. 300)
• In Closing (p. 301)
• Appendixes (p. 303)
• Appendix A Summary of Changes from the Original Framework (p. 305)
• Four Changes in Emphasis (p. 305)
• Four Changes in Terminology (p. 307)
• Four Changes in Structure (p. 308)
• The Inclusion of Understanding and the Omission of Problem Solving and Critical Thinking (p. 311)
• Appendix B Condensed Version of the Original Taxonomy of Education Objectives: Cognitive Domain (p. 313)
• Knowledge (p. 313)
• Intellectual Abilities and Skills (p. 316)
• Appendix C Data Used in the Meta-Analysis in Chapter 16 (p. 320)
• References (p. 323)
• Credits (p. 333)
• Index (p. 335)