A Taxonomy for Learning, Teaching and Assessing  8674

Section 1 – The Taxonomy: Educational Objectives and Student Learning

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  1. 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
  2. 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

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Section 2 – The Revised Taxonomy Structure

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  1. 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
  2. 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
  3. 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

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Section 3 – The Taxonomy in Use

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  1. 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
  2. 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
  3. Nutrition Vignette
    1. Objectives
    2. Instructional Activities
    3. Assessment
    4. Closing Commentary
      • The Learning Question
      • The Instruction Question
      • the Assessment Question
      • The Alignment Question
    5. Closing Questions
    6. Attachments
  4. Macbeth Vignette
    1. Objectives
    2. Instructional Activities
    3. Assessment
    4. Closing Commentary
      • The Learning Question
      • The Instruction Question
      • The Assessment Question
      • The Alignment Question
    5. Closing Questions
    6. Attachments
  5. Addition Facts Vignette
    1. Objectives
    2. Instructional Activities
    3. Assessment
    4. Closing Commentary
      • The Learning Question
      • The Instruction Question
      • The Assessment Question
      • The Alignment Question
    5. Closing Questions
  6. Parliamentary Acts Vignette
    1. Objectives
    2. Instructional Activities
    3. Assessment
    4. Closing Commentary
      • The Learning Question
      • The Instruction Question
      • The Assessment Question
      • The Alignment Question
    5. CLosing Questions
    6. Attachments
  7. Volcanoes? Here? Vignette
    1. Objectives
    2. Instructional Activities
    3. Assessment
    4. Closing Commentary
      • The Learning Question
      • The Instruction Question
      • The Assessment Question
      • The Alignment Question
    5. Closing Questions
    6. Attachments
  8. Report Writing Vignette
    1. Objectives
    2. Instructional Activites
    3. Assessment
    4. Closing Commentary
      • The Learning Question
      • The Instruction Question
      • The Assessment Question
      • The Alignment Question
    5. Closing Questions
    6. Attachments
  9. 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

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Section 4 – The Taxonomy in Perspective

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  1. 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
  2. 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
  3. 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

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Appendices

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  1. 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
  2. Condensed Version of the Original Taxonomy of Education Objectives: Cognitive Domain
    • Knowledge
    • Intellectual Ability and Skills
  3. Data Used in the Meta-Analysis in Chapter 16

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