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A Taxonomy for Learning,
Teaching and Assessing
A Revision of Bloom’s Taxonomy
of Educational Objectives
2005 South Carolina Science Standards Revision
Extreme thanks and gratitude to
Dr. Lorin Andersonfor the tremendous amount of assistance,
mentoring and advise given during the creation of
the Revised Taxonomy presentations.
What do you What do you know about the know about the
originaloriginal““Bloom’s” Bloom’s”
Taxonomy?Taxonomy?2005 South Carolina Science Standards Revision
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original “Bloom’s Taxonomy2005 South Carolina Science Standards Revision
What do you What do you know about the know about the
“Revised “Revised Taxonomy”?Taxonomy”?
2005 South Carolina Science Standards Revision
2005 South Carolina Science Standards Revision
““Old” Blooms “Revised” Taxonomy Old” Blooms “Revised” Taxonomy
• Remember
• Apply
• Understand
• Analyze
• Evaluate
• Create• Evaluation
• Analysis
• Synthesis
• Application
• Comprehension
• Knowledge
2005 South Carolina Science Standards Revision
THE TAXONOMY TABLETHE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSIONK
NO
WL
ED
GE
DIM
EN
SIO
N
2005 South Carolina Science Standards Revision
COGNITIVE PROCESS DIMENSION
1. REMEMBERRecognizing
Recalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZE
DifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
THE TAXONOMY TABLETHE TAXONOMY TABLE
2005 South Carolina Science Standards Revision
RememberRemember
• retrieve relevant knowledge from long term memory
1.1 Recognizing•Identifying
1.2 Recalling•Retrieving
2005 South Carolina Science Standards Revision
RememberRemember
Sample Indicators
• Recall the basic needs of animals (including air, water, food and shelter) for energy, growth and protection.
• Identify the sources and properties of heat, solar, chemical, mechanical and electrical energy.
2005 South Carolina Science Standards Revision
UnderstandUnderstand• Construct meaning from instructional
messages, including oral, written and graphic communication.
2.1 Interpreting• Clarifying• Paraphrasing• Representing• Translating
2.2 Exemplifying• Illustrating• Instantiating
2.3 Classifying• Categorizing• Subsuming
2005 South Carolina Science Standards Revision
Understand - continuedUnderstand - continued
2.4 Summarizing• Abstracting• Generalizing
2.5 Inferring• Concluding• Extrapolating• Interpolating• Predicting
2.6 Comparing• Contrasting• Mapping• Matching
2.7 Explaining• Constructing Models
2005 South Carolina Science Standards Revision
UnderstandUnderstand
Sample Indicators• Illustrate the phases of the Moon and the Moon’s effect on ocean tides.
• Explain the motions of the Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses and tides).
• Summarize the functions of proteins, carbohydrates and fats in the human body.
2005 South Carolina Science Standards Revision
ApplyApply• Carry out or use a procedure in a given situation.
3.1 Executing• Carrying out
3.2 Implementing• Using
2005 South Carolina Science Standards Revision
ApplyApply
• Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.
• Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation.
Sample Indicators
2005 South Carolina Science Standards Revision
AnalyzeAnalyze• Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.
4.1 Differentiating• Discriminating• Distinguishing• Focusing• Selecting
2005 South Carolina Science Standards Revision
Analyze - continuedAnalyze - continued
4.2 Organizing• Finding coherence• Integrating• Outlining• Parsing• Structuring
4.3 Attributing • Deconstructing
2005 South Carolina Science Standards Revision
AnalyzeAnalyze
Sample Indicators• Distinguish among observations, predictions and inferences.
• Organize and interpret the data from a controlled scientific investigation in terms of whether they refute or verify the hypothesis.
• Attribute global climate patterns to geographic influences (including latitude, topography, elevation, and proximity to water).
2005 South Carolina Science Standards Revision
• make judgments based on criteria and standards
5.1 Checking• Coordinating• Detecting• Monitoring• Testing
5.2 Critiquing • Judging
EvaluateEvaluate
2005 South Carolina Science Standards Revision
EvaluateEvaluate
Sample Indicators
• Critique a conclusion drawn from a scientific investigation.
2005 South Carolina Science Standards Revision
CreateCreate• Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.
6.1 Generating• Hypothesizing
6.2 Planning• Designing
6.3 Producing• Constructing
2005 South Carolina Science Standards Revision
CreateCreate
Sample Indicators
• Design a controlled scientific investigation.
• Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables.
2005 South Carolina Science Standards Revision
COGNITIVE PROCESS DIMENSION
1. REMEMBERRecognizing
Recalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZE
DifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
TAXONOMY TABLETAXONOMY TABLE
2005 South Carolina Science Standards Revision
A Simple Analogy…
2005 South Carolina Science Standards Revision
HOT ARTICHOKE DIP (Serves 10 to 14)
2 14-oz cans artichoke hearts
16 oz. mayonnaise
1 c. grated Parmesan cheese
Garlic salt (optional)
====================================
1. Drain artichoke hearts.
2. Mash artichokes with fork.
3. Mix with mayonnaise, cheese, and garlic salt.
4. Bake at 350 degrees for 15 minutes or until cheese is melted.
5. Serve with crackers or party rye. 2005 South Carolina Science Standards Revision
• Factual Knowledge• Conceptual Knowledge • Procedural Knowledge• Metacognitive Knowledge
2005 South Carolina Science Standards Revision
Factual KnowledgeFactual Knowledge• The basic elements
students must know to be acquainted with a discipline or solve problems in it.
– Knowledge of terminology
– Knowledge of specific details and elements
2005 South Carolina Science Standards Revision
Conceptual KnowledgeConceptual Knowledge• The interrelationships among
the basic elements within a larger structure that enable them to function together.
– Knowledge of classifications and categories
– Knowledge of principles and generalizations
– Knowledge of theories, models and structures
2005 South Carolina Science Standards Revision
Procedural KnowledgeProcedural Knowledge• How to do something,
methods of inquiry and criteria for using skills, algorithms, techniques and methods.– Knowledge of subject-specific skills
and algorithms– Knowledge of subject-specific
techniques and methods– Knowledge of criteria for
determining when to use appropriate procedures
2005 South Carolina Science Standards Revision
Metacognitive KnowledgeMetacognitive Knowledge• Knowledge of cognition in general as well
as awareness and knowledge or one’s own cognition.– Strategic knowledge– Knowledge about cognitive tasks, including
appropriate contextual and conditional knowledge
– Self-knowledgeHow did I get that answer?
2005 South Carolina Science Standards Revision
COGNITIVE PROCESS DIMENSION
1. REMEMBERRecognizing
Recalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZE
DifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
KN
OW
LE
DG
E D
IME
NS
ION
Factual Knowledge
Conceptual Knowledge
ProceduralKnowledge
Metacognitive Knowledge
THE TAXONOMY TABLETHE TAXONOMY TABLE
2005 South Carolina Science Standards Revision
Putting All the Pieces Together…
2005 South Carolina Science Standards Revision
Objectives are statements of what we
want students to learn as a result of the instruction
we provide.
Standards/indicators are simply mandated
objectives.2005 South Carolina Science Standards Revision
The Common Format for Objectives
Subject ObjectVerb
S OV2005 South Carolina Science Standards Revision
The Subject… is the Learner or the student.
Subject ObjectVerb
S OV
The learner (will)
The student (should)
2005 South Carolina Science Standards Revision
Example #1Example #1
Recognize that different Recognize that different materials can be mixedmaterials can be mixed
together and then separated together and then separated again.again.
Subject ObjectVerb
S OV
2005 South Carolina Science Standards Revision
Verb = Recognize
Object = that different materials can be mixed together
and then separated again.
Subject ObjectVerb
S OV
2005 South Carolina Science Standards Revision
Example #2Example #2
Summarize the Summarize the characteristics of a characteristics of a
mixture, recognizing a mixture, recognizing a solution as a kind of solution as a kind of
mixture.mixture.
Subject ObjectVerb
S OV
2005 South Carolina Science Standards Revision
Verb = SummarizeObject =
The characteristics of a mixture, recognizing a solution as a kind of
mixture.
Subject ObjectVerb
S OV
2005 South Carolina Science Standards Revision
COGNITIVE PROCESS DIMENSION
1. REMEMBERRecognizing
Recalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZE
DifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
KN
OW
LE
DG
E D
IME
NS
ION
Factual Knowledge
Conceptual Knowledge
ProceduralKnowledge
Metacognitive Knowledge
THE TAXONOMY TABLETHE TAXONOMY TABLE
Example Example #1#1
Example Example #2#2
2005 South Carolina Science Standards Revision
2005 South Carolina Science Standards Revision
Look at the Revised
South Carolina Science
Standards through the lens
of the “Revised
Taxonomy”
2005 South Carolina Science Standards
Revision
Questions??
2005 South Carolina Science Standards Revision