A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives
Benjamin Samuel Bloom, Peter Airasian, Kathleen Cruikshank, Richard Mayer, Paul Pintrich, James Raths, Merlin Wittrock
Longman, 2001 - 352 páginas
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.
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LibraryThing ReviewCrítica de los usuarios - CassandraT - LibraryThing
Many educators cite Bloom's regularly. I find this revision to be more accessible than the first, though the first had a little more information on where each process came from. Leer comentario completo
LibraryThing ReviewCrítica de los usuarios - CELTLibrary - LibraryThing
Drawing heavily from Bloom's Taxonomy, this new book helps teachers understand and implement a standards-based curriculum. An extraordinary group of cognitive psychologists, curriculum specialists ... Leer comentario completo
The Structure Specificity and Problems of Objectives
The Revised Taxonomy Structure
Why Categorize Objectives?
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