Section 1 – The Taxonomy: Educational Objectives and Student Learning
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- Introduction
- The Need for a Taxonomy
- Using our increased Understanding
- The Taxonomy Table, Objectives and Instructional Time
- The Taxonomy Table and Instruction
- The Taxonomy Table and Assessment
- The Concept of Alignment
- Teachers as Curriculum Makers Versus Teachers as Curriculum Implementers: A Closing Comment
- The Structure, Specificity, and Problems of Objectives
- The Structure of Objectives
- Content Versus Knowledge
- Behaviour Versus Cognitive Processes
- Specificity of Objectives
- Global Objectives
- Educational Objectives
- Instructional Objectives
- Summary of Levels of Objectives
- What Objectives Are Not
- A Changing Vocabulary of Objectives
- Problems with Objectives
- Specificity and Inclusiveness
- The Lock-Step Nature of Objectives
- What Does an Objective Represent — Learning or Performance?
- The Restricted Use of Objectives
- Concluding Comment
- The Structure of Objectives
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Section 2 – The Revised Taxonomy Structure
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- The Taxonomy Table
- Categories of the Knowledge Dimension
- Categories of the Cognitive Process Dimension
- The Taxonomy Table and Objectives: A Diagrammatic Summary
- Why Categorize Objectives?
- Our Use of Multiple Forms of Definition
- Verbal Descriptions
- Sample Objectives
- Sample Assessment Tasks
- Sample Instructional Activities
- Closing Comment: A Look Ahead
- The Knowledge Dimenson
- A Distinction Between Knowledge and Subject Matter Content: A Tale of Four Teachers
- Different Types of Knowledge
- A Distinction Between Factual and Conceptual Knowledge
- A Rational for Metacognitive Knowledge
- Categories of the Knowledge Dimension
- Factual Knowledge
- Knowledge of Terminology
- Knowledge of Specific Details and Elements
- Conceptual Knowledge
- Knowledge of Classifications and Categories
- Knowledge of Principles and Generalisations
- Knowledge of Theories, Models, and Structures
- Procedural Knowledge
- Knowledge of Subject-Specific Skills and Algorithms
- Knowledge of Subject-Specific Techniques and Methods
- Knowledge of Criteria for Determining when to Use Appropriate Procedures
- Metacognitive Knowledge
- Strategic Knowledge
- Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge
- Self-Knowledge
- Assessing Objectives involving Metacognitive Knowledge
- Conclusion
- The Cognitive Process Dimension
- A Tale of Three Learning Outcomes
- No Learning
- Rote Learning
- Meaningful Learning
- Meaningful Learning as Constructing Knowledge Frameworks
- Cognitive Processes for Retention and Transfer
- The Categories of the Cognitive Process Dimension
- Remember
- Recognising
- Recalling
- Understand
- Interpreting
- Exemplifying
- Classifying
- Summarizing
- Inferring
- Comparing
- Explaining
- Apply
- Executing
- Implementing
- Analyze
- Differentiating
- Organising
- Attributing
- Evaluate
- Checking
- Critiquing
- Create
- Generating
- Planning
- Producing
- Decontextualised and Contextualised Cognition Processes
- An Example of Educational Objectives in Context
- Remembering What Was Learned
- Making Sense of and Using What was Learned
- Conclusion
- A Tale of Three Learning Outcomes
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Section 3 – The Taxonomy in Use
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- Using the Taxonomy Table
- Using the Taxonomy Table in Analyzing Your Own Work
- Using the Taxonomy Table in Analyzing the Work of Others
- The Taxonomy Table Revisited
- The Learning Question
- The Instruction Question
- The Assessment Question
- The Alignment Question
- Problems in Classifying Objectives
- The Level of Specificity Problem
- The Prior Learning Problem
- Differentiating Objectives from Activities
- Some Helpful Hints
- Consider the Verb-Noun Combination
- Relate Type of Knowledge to Process
- Make Sure You Have the Right Noun
- Rely on Multiple Sources
- Introduction to the Vignettes
- Characterisation of the Vignettes
- The Curriculum Unit
- Central Components of the Vignette Descriptions
- Using the Taxonomy Table to Analyse the Vignettes
- The Analytic Process: A Summary
- Organisation and Structure of the Vignette Chapters
- A Closing Comment
- Nutrition Vignette
- Objectives
- Instructional Activities
- Assessment
- Closing Commentary
- The Learning Question
- The Instruction Question
- the Assessment Question
- The Alignment Question
- Closing Questions
- Attachments
- Macbeth Vignette
- Objectives
- Instructional Activities
- Assessment
- Closing Commentary
- The Learning Question
- The Instruction Question
- The Assessment Question
- The Alignment Question
- Closing Questions
- Attachments
- Addition Facts Vignette
- Objectives
- Instructional Activities
- Assessment
- Closing Commentary
- The Learning Question
- The Instruction Question
- The Assessment Question
- The Alignment Question
- Closing Questions
- Parliamentary Acts Vignette
- Objectives
- Instructional Activities
- Assessment
- Closing Commentary
- The Learning Question
- The Instruction Question
- The Assessment Question
- The Alignment Question
- CLosing Questions
- Attachments
- Volcanoes? Here? Vignette
- Objectives
- Instructional Activities
- Assessment
- Closing Commentary
- The Learning Question
- The Instruction Question
- The Assessment Question
- The Alignment Question
- Closing Questions
- Attachments
- Report Writing Vignette
- Objectives
- Instructional Activites
- Assessment
- Closing Commentary
- The Learning Question
- The Instruction Question
- The Assessment Question
- The Alignment Question
- Closing Questions
- Attachments
- Addressing Long-Standing Problems in Classroom Instruction
- Generalisations Related to the Learning Question
- Using Complex Processes to Facilitate Mastery of Simpler Objectives
- Choosing Varieties of Knowledge
- Generalisations Related to the Instruction Question
- Recognising Links Between Knowledge Types and Cognitive Processes
- Differentiating Instructional Activities from Objectives
- Generalisations Related to the Assessment Questions
- Using Summative and Formative Assessments
- Dealing with External Assessments
- Generalisations related to the Alignment Question
- Aligning Assessments with Objectives
- Aligning Instructional Activities with Assessments
- Aligning Instructional Activities with Objectives
- A Final Comment
- Generalisations Related to the Learning Question
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Section 4 – The Taxonomy in Perspective
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- The Taxonomy in Relation to Alternative Frameworks
- Unidimensional Classification Systems
- Gerlach and Sullivan’s Taxonomy of Commonly Taught Behaviours
- Ausubel and Robinson’s Six Hierarchically Ordered Categories
- Metfessel, Michael and Kirsner’s Synonyms
- Gagné’s Hierarchy of Learning
- Stahl and Murphy’s Domain of Cognition
- Bruce’s Integration of Knowledge with the Other Categories
- Romizowski’s Analysis of Knowledge and Skills
- Biggs and Collis’s SOLO
- Quellmalz’s Taxonomy of Cognitive Processes
- Hauenstein’s Conceptual Framework for Educational Objectives
- Reigeluth and Moore’s Comparison Framework
- Multidimensional Classification Systems
- DeBlock’s Three-Dimensional Framework
- DeCorte’s Modification of Guilford’s Structure of Intellect Model
- Ormell’s Modification of the Taxonomy
- Hannah and Michaelis’s Comprehensive Framework for Instructional Objectives
- Williams’s Behavioural Typology of Educational Objectives
- Marzano’s Dimensions of Learning
- Merrill’s Component Display Theory
- Haladyna (1997) and Williams and Haladyna (1982) Typology for Higher-Level Test Items
- Similarities of the Revision’s Changes to the 19 Alternative Frameworks
- Unidimensional Classification Systems
- Empirical Studies of the Structure of the Taxonomy
- Studies of the Cumulative Hierarchy Issue
- A Weak Empirical Approach to Checking for a Cumulative Hierarchy
- A Stronger Empirical Approach to Checking for a Cumulative Hierarchy
- A Meta-Analysis of the Available Intercorrelational Data Among Categories
- The Ordering of the Evaluation (Evaluate) and Synthesis (Create) Categories
- Evidence from Structural Linear Equation Modeling Studies
- In Conclusion
- Studies of the Cumulative Hierarchy Issue
- Unsolved Problems
- Relationships Among Curriculum, Instruction and Assessment
- Curriculum Concerns
- Instruction Concerns
- Assessment Concerns
- Usefulness of the Framework to Students
- Relationship to a Theory of Learning and Cognition
- Relationships Among the Domains
- In Closing
- Relationships Among Curriculum, Instruction and Assessment
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Appendices
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- Summary of Changes from the Original Framework
- Four Changes in Emphasis
- Four Changes in Terminology
- Four Changes in Structure
- The Inclusion of Understanding and the Omission of Problem Solving and Critical Thinking
- Condensed Version of the Original Taxonomy of Education Objectives: Cognitive Domain
- Knowledge
- Intellectual Ability and Skills
- Data Used in the Meta-Analysis in Chapter 16
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