View
218
Download
1
Category
Tags:
Preview:
Citation preview
Developed & Presented byEdward J. Caropreso, PhDWatson School of EducationUniversity of North Carolina Wilmingtoncaropresoe@uncw.edu910.962.7830
Director of AcademicsMarine Corps Combat Service Support SchoolsCamp Johnson, NC January, 2011
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
2. 1. Recognize/value the relationship between goals/objectives, instruction & assessment/evaluation2. Recognize differences between objectives models3. Write objectives using a specific model4. Critique objectives using a specified evaluation system
3. 1. Recognize/value the role of appropriate information in decision-making2. Recognize/value the relationship between types of assessment & resulting information3. State the difference between objective & subjective (non-objective) assessment
4. 1. State the difference between traditional & alternative assessment models2. State the difference between models of alternative assessment3. State the purpose/s for rubrics in assessment4. Identify appropriate applications of rubrics (in specific assessment settings/contexts)
5. 1. Describe formative assessment strategies2. State appropriate applications for formative assessment/s
6. 1. Recognize/value the need for systematic planning for assessment2. Evaluate item types for given applications/purposes3. Construct items to meet specific Los in given learning domains4. Evaluate items/tests as to purpose/use of assessment information
7. 1. Describe validity; reliability2. Explain the relationship between high quality assessment and validity/reliability
8. 1. Recognize/value the role of instructors as student study supports2. Recognize the relationship between test item types & specific study strategies
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
2. 1. Recognize/value the relationship between goals/objectives, instruction & assessment/evaluation2. Recognize differences between objectives models3. Write objectives using a specific model4. Critique objectives using a specified evaluation system
3. 1. Recognize/value the role of appropriate information in decision-making2. Recognize/value the relationship between types of assessment & resulting
information3. State the difference between objective & subjective (non-objective) assessment
4. 1. State the difference between traditional & alternative assessment models2. State the difference between models of alternative assessment3. State the purpose/s for rubrics in assessment4. Identify appropriate applications of rubrics (in specific assessment settings/contexts)
5. 1. Describe formative assessment strategies2. State appropriate applications for formative assessment/s
6. 1. Recognize/value the need for systematic planning for assessment2. Evaluate item types for given applications/purposes3. Construct items to meet specific Los in given learning domains4. Evaluate items/tests as to purpose/use of assessment information
7. 1. Describe validity; reliability2. Explain the relationship between high quality assessment and validity/reliability
8. 1. Recognize/value the role of instructors as student study supports2. Recognize the relationship between test item types & specific study strategies
1. Introduction & Context for Training Knowledge-Practice Model Professional Vocabulary & Concepts
2. Context for Instruction Educational Goals & Objectives Models of Objectives Working with Objectives
3. Context for Assessment & Evaluation Role of Information for Decision-making
▪ Types of data related to types of decisions Assessment Model Types of Assessments
▪ Objective vs Subjective, Etc.4. Alternative Assessment: Performance Strategies Complementing Paper Assessment5. Formative Assessment: Information about Teaching & Learning to Improve Instruction6. Working with Assessment Tools/Strategies: Writing assessment plans; developing assessment
items within local work context7. Assessment & Test Construction: Technical Features & “Quality” Tools
Validity Reliability
8. Supporting Student Learning through Assessment KSU Study Strategies; Test Preps Improving Performance; MIT Test Strategies
1. Introduction & Context for Training Knowledge-Practice Model Professional Vocabulary & Concepts
2. Context for Instruction Educational Goals & Objectives Models of Objectives Working with Objectives
3. Context for Assessment & Evaluation Role of Information for Decision-making
▪ Types of data related to types of decisions Assessment Model Types of Assessments
▪ Objective vs Subjective, Etc.
4. Alternative Assessment: Performance Strategies Complementing Paper Assessment
5. Formative Assessment: Information about Teaching & Learning to Improve Instruction
6. Working with Assessment Tools/Strategies: Writing assessment plans; developing assessment items within local work context
7. Assessment & Test Construction: Technical Features & “Quality” Tools
Validity Reliability
8. Supporting Student Learning through Assessment KSU Study Strategies; Test Preps Improving Performance; MIT Test Strategies
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
Developing Professional Knowledge
Knowledge of Instructional Practice: Knowledge of Instructional Practice: Strategies & Activites (incl. Strategies & Activites (incl. assessment)assessment)
Knowledge of Learner Achievement Resulting from Instruction
Dynamic Reciprocity
Developing Professional Knowledge
Knowledge of Learner Achievement Resulting from Instruction
Dynamic &Reciprocal
Knowledge of Instructional Practices(Strategies/Activities/Assessments)
What’s the current status of your professional knowledge?
How have you developed your knowledge of instruction, assessment and evaluation?
What are your expectations for developing your professional knowledge & practice?
What are your professional development alternatives?
Resources & Databases New Horizons for Learning
http://www.newhorizons.org/strategies/assess/terminology.htm
Nat’l. Center for Research on Evaluation, Standards, & Student Testing (CRESST @ UCLA) http://www.cse.ucla.edu/products/glossary.html
Coalition of Essential Schools: Defining Assessment http://www.essentialschools.org/cs/resources/view/ces_re
s/124 System of Adult Basic Education Supports
http://www.sabes.org/assessment/glossary.htm Beyond Confusion: An Assessment Glossary, by Andrea
Leskes http://ctl.stanford.edu/Tomprof/postings/448.html
Continuous Assessment: Practical Guide for Teachers
Review the glossaries Identify the terms & concepts you know
Mark the ones you know & understand Compare your list to colleagues’/groups’
What’s the same; what’s different? Why are there differences?
What are the implications for professional practice given inconsistencies in the knowledge base?
2. Context for Instruction Educational Goals & Objectives Models of Objectives Working with Objectives
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
2. 1. Recognize/value the relationship between goals/objectives, instruction & assessment/evaluation2. Recognize differences between objectives models3. Write objectives using a specific model4. Critique objectives using a specified evaluation system
Educational Goals: “…those human activities which contribute
to the functioning of a society (including the functioning of an individual in society), and which can be acquired through learning.” (Gagne, Briggs, & Wagner, 1988, p. 39; cited in Nitko, 2001, p. 23)
Goals are stated in broad terms that give direction and purpose to planning overall educational activities.
Educational Goals (or global objectives) : Broad, complex learning outcomes that
require substantial time and instruction to accomplish
Typically encompassing many specific learning objectives which require learner success on most/all to reach the general goal (from Airasian, 2001)
Educational GoalsUT Examples of Goals vs ObjectivesMore Examples of Goals vs
Objectives Airasian’s 3-Level Model
Two Common Models: Mager & Gronlund
Mager TipsGagne & Briggs & ABCD Models
A Comparison of ModelsGreenberg’s 6 Keys to Successful Per
formance Objectives
Component Mager Gagné & Briggs ABCD
Performance(What will occur)
PerformancPerformance (Doing e (Doing
verb)verb)
Learned Learned capability, capability,
object, & actionobject, & action
BehaviorBehavior
Condition (Under what)
ConditionCondition SituationSituation ConditionCondition
Criteria (How well)
CriterionCriterion Tools/ConstraintsTools/Constraints DegreeDegree
Learner (By whom)
(Implied) (Implied) (Implied) (Implied) Audience Audience
Understanding the Context of Learning How do you make sense of learning? How do you identify/describe
expectations?Putting Bloom’s Taxonomy to WorkThree Types of LearningWhat Drives Statements of Learning:
Active Verbs
Identify & State 1-3 TLOs (goals; in your area) For each TLO (goal), using the course materials,
identify & state 1-2 knowledge & 1-2 performance objectives (ELOs) in at least two models we’ve reviewed
Compare your objectives with a colleague’s Using Greenberg’s Criteria to review your
objectives, how do they hold up? What’s similar to your colleague? What’s different?
Keep your objectives for later; we’ll use them again!
3. Context for Assessment & Evaluation Role of Information for Decision-
making▪ Types of data related to types of
decisions Assessment Model Types of Assessments▪ Objective vs Subjective, Etc.
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
2. 1. Recognize/value the relationship between goals/objectives, instruction & assessment/evaluation2. Recognize differences between objectives models3. Write objectives using a specific model4. Critique objectives using a specified evaluation system
3. 1. Recognize/value the role of appropriate information in decision-making2. Recognize/value the relationship between types of assessment & resulting information3. State the difference between objective & subjective (non- objective) assessment
Establishing vocabulary & conceptual framework
Assessment and Evaluation: What do they mean?
Relationship between assessment, evaluation and decision-making: The role of time
What about instructional outcomes? Instruction, assessment and evaluation Developing Criteria
Model of Assessment Identifying & applying appropriate
strategies to gather information for specific purposes &/or decisions
Determining appropriate assessment strategies
Appropriately applying strategies
Purposeful Decision Making
Assess Instructional Practices:Assess Instructional Practices:
Methods, Materials, Strategies & Methods, Materials, Strategies & ActivitiesActivities
Assess Learner Achievement Resulting from Instruction
Dynamic & Reciprocal
Types of Assessments by Purpose Bloom’s Taxonomy as Context Aim High
Objective Assessment Selected vs Constructed Response
Subjective (Non-Objective) Assessment Writing/Generating Responses Role & Control of Subjectivity in Assessment
Alternative Assessment Authentic Assessment Performance Assessment
Objective Assessment Objective assessments (usually multiple
choice, true false, matching, short answer) have correct answers.
These are good for testing recall of facts and can be automated.
Objective tests assume that there are true answers and assume that all students should learn the same things.
Subjective (Non-Objective) Assessment With subjective assessments, teacher's
judgment determines the grade These include essay tests. Essay tests take longer to answer and they
take longer to grade than objective questions and therefore only include a small number of questions, focusing on complex concepts.
Writing/Generating Responses Role & Control of Subjectivity: Criteria &/or
Rubrics
1. Introduction & Context for Training Knowledge-Practice Model Professional Vocabulary & Concepts
2. Context for Instruction Educational Goals & Objectives Models of Objectives Working with Objectives
3. Context for Assessment & Evaluation Role of Information for Decision-making
▪ Types of data related to types of decisions Assessment Model Types of Assessments
▪ Objective vs Subjective, Etc.
4. Alternative Assessment: Performance Strategies Complementing Paper Assessment
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
2. 1. Recognize/value the relationship between goals/objectives, instruction & assessment/evaluation2. Recognize differences between objectives models3. Write objectives using a specific model4. Critique objectives using a specified evaluation system
3. 1. Recognize/value the role of appropriate information in decision-making2. Recognize/value the relationship between types of assessment & resulting information3. State the difference between objective & subjective (non-objective) assessment
4. 1. State the difference between traditional & alternative assessment models2. State the difference between models of alternative assessment3. State the purpose/s for rubrics in assessment4. Identify appropriate applications of rubrics (in specific assessment settings/contexts)
Alternative To what? Portfolio Assessment: An
exampleAuthentic
With respect to what?Performance
What types?
Alternative Possible examples? Portfolio Assessment: Possible
examples?Authentic
Possible examples?Performance
Possible examples?
3 Formal Models of Assessment: Holistic:
Applying all criteria as a single judgment Modified Holistic:
Adding levels of judgment Analytical:
Judgment by criteria; weighting factors; scaling Valid decision-making:
Matching the “tool” and the instructional outcome Examples of Rubrics: Rubric Primer
Information Skills Oral Presentation Creating Rubrics
1. Introduction & Context for Training Knowledge-Practice Model Professional Vocabulary & Concepts
2. Context for Instruction Educational Goals & Objectives Models of Objectives Working with Objectives
3. Context for Assessment & Evaluation Role of Information for Decision-making
▪ Types of data related to types of decisions Assessment Model Types of Assessments
▪ Objective vs Subjective, Etc.4. Alternative Assessment: Performance Strategies Complementing Paper Assessment
5. Formative Assessment: Information about Teaching & Learning to Improve Instruction
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
2. 1. Recognize/value the relationship between goals/objectives, instruction & assessment/evaluation2. Recognize differences between objectives models3. Write objectives using a specific model4. Critique objectives using a specified evaluation system
3. 1. Recognize/value the role of appropriate information in decision-making2. Recognize/value the relationship between types of assessment & resulting information3. State the difference between objective & subjective (non-objective) assessment
4. 1. State the difference between traditional & alternative assessment models2. State the difference between models of alternative assessment3. State the purpose/s for rubrics in assessment4. Identify appropriate applications of rubrics (in specific assessment settings/contexts)
5. 1. Describe formative assessment strategies2. State appropriate applications for formative assessment/s
Formative Assessment Types of Formative Assessment
Objective assessments▪ Forms/versions of summative assessments that will be
implemented for final evaluation of students
Alternative assessments▪ Forms/versions of summative assessments that could be
implemented for final evaluation of students
Used to provide feedback on developing learning▪ Should not contribute to final grades
May or may not be “graded” assessments▪ Limited direct impact on final evaluation of student
Observation Strategies Using explicit formal tools Informal observations
Questioning Strategies Taba Tables
Self & Peer Assessment Strategies
Alternative assessments Used to provide feedback on developing learning
Examples: Formative Evaluation Form Summary Evaluation Form Observation Record Form Observation Guide Form Observation Assessment Form Open-ended Questions
1. Introduction & Context for Training Knowledge-Practice Model Professional Vocabulary & Concepts
2. Context for Instruction Educational Goals & Objectives Models of Objectives Working with Objectives
3. Context for Assessment & Evaluation Role of Information for Decision-making
▪ Types of data related to types of decisions Assessment Model Types of Assessments
▪ Objective vs Subjective, Etc.4. Alternative Assessment: Performance Strategies Complementing Paper Assessment5. Formative Assessment: Information about Teaching & Learning to Improve Instruction
6. Working with Assessment Tools/Strategies: Writing assessment plans; developing assessment items within local work context
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
2. 1. Recognize/value the relationship between goals/objectives, instruction & assessment/evaluation2. Recognize differences between objectives models3. Write objectives using a specific model4. Critique objectives using a specified evaluation system
3. 1. Recognize/value the role of appropriate information in decision-making2. Recognize/value the relationship between types of assessment & resulting information3. State the difference between objective & subjective (non-objective) assessment
4. 1. State the difference between traditional & alternative assessment models2. State the difference between models of alternative assessment3. State the purpose/s for rubrics in assessment4. Identify appropriate applications of rubrics (in specific assessment settings/contexts)
5. 1. Describe formative assessment strategies2. State appropriate applications for formative assessment/s
6. 1. Recognize/value the need for systematic planning for assessment
2. Evaluate item types for given applications/purposes3. Construct items to meet specific Los in given learning domains4. Evaluate items/tests as to purpose/use of assessment
information
Writing assessment plans Who’s responsible for developing plans? What’s the basis for developing plans?
Developing assessment tools & items Who develops summative assessments?▪ Who implements summative assessments?▪ Who interprets data from summative
assessments? Formative assessments Who develops formative assessments?▪ Who implements formative assessments?▪ Who interprets data from formative assessments?
Developing Objective Tests & Assessments
Planning AssessmentsTypes of Objective AssessmentsSample Table of Specifications Judging Assessments
Developing Objective Tests & Assessments
Resources online @ Writing Test ItemsTesting PrimerMatching Items to Objectives
Developing Objective Tests & Assessments
Test Construction Activity (online @ http://people.uncw.edu/caropresoe/)
Developing Subjective (Non-objective) Tests & Assessments See Test Primer materials (online @ http://people.uncw.edu/caropresoe/)
Developing Alternative Assessments See Test Primer materials(online @ http://people.uncw.edu/caropresoe/)
1. Introduction & Context for Training Knowledge-Practice Model Professional Vocabulary & Concepts
2. Context for Instruction Educational Goals & Objectives Models of Objectives Working with Objectives
3. Context for Assessment & Evaluation Role of Information for Decision-making
▪ Types of data related to types of decisions Assessment Model Types of Assessments
▪ Objective vs Subjective, Etc.4. Alternative Assessment: Performance Strategies Complementing Paper Assessment5. Formative Assessment: Information about Teaching & Learning to Improve Instruction6. Working with Assessment Tools/Strategies: Writing assessment plans; developing assessment items
within local work context
7. Assessment & Test Construction: Technical Features & “Quality” Tools
Validity Reliability
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
2. 1. Recognize/value the relationship between goals/objectives, instruction & assessment/evaluation2. Recognize differences between objectives models3. Write objectives using a specific model4. Critique objectives using a specified evaluation system
3. 1. Recognize/value the role of appropriate information in decision-making2. Recognize/value the relationship between types of assessment & resulting information3. State the difference between objective & subjective (non-objective) assessment
4. 1. State the difference between traditional & alternative assessment models2. State the difference between models of alternative assessment3. State the purpose/s for rubrics in assessment4. Identify appropriate applications of rubrics (in specific assessment settings/contexts)
5. 1. Describe formative assessment strategies2. State appropriate applications for formative assessment/s
6. 1. Recognize/value the need for systematic planning for assessment2. Evaluate item types for given applications/purposes3. Construct items to meet specific Los in given learning domains4. Evaluate items/tests as to purpose/use of assessment information
7. 1. Describe validity; reliability2. Explain the relationship between high quality assessment and validity/reliability
1. Introduction & Context for Training Knowledge-Practice Model Professional Vocabulary & Concepts
2. Context for Instruction Educational Goals & Objectives Models of Objectives Working with Objectives
3. Context for Assessment & Evaluation Role of Information for Decision-making
▪ Types of data related to types of decisions Assessment Model Types of Assessments
▪ Objective vs Subjective, Etc.4. Alternative Assessment: Performance Strategies Complementing Paper Assessment5. Formative Assessment: Information about Teaching & Learning to Improve Instruction6. Working with Assessment Tools/Strategies: Writing assessment plans; developing assessment items within local work
context7. Assessment & Test Construction: Technical Features & “Quality” Tools
Validity Reliability Difficulty & Discrimination
8. Supporting Student Learning through Assessment▪ KSU Study Strategies; Test Preps ▪ Improving Performance; MIT Testing
Strategies
1. 1. Recognize/value the relationship between components of professional practice (Inst; Asmt; Eval)2. Recognize/value the relationship between professional vocabulary and practice3. Recognize/value the use of professional vocabulary
2. 1. Recognize/value the relationship between goals/objectives, instruction & assessment/evaluation2. Recognize differences between objectives models3. Write objectives using a specific model4. Critique objectives using a specified evaluation system
3. 1. Recognize/value the role of appropriate information in decision-making2. Recognize/value the relationship between types of assessment & resulting information3. State the difference between objective & subjective (non-objective) assessment
4. 1. State the difference between traditional & alternative assessment models2. State the difference between models of alternative assessment3. State the purpose/s for rubrics in assessment4. Identify appropriate applications of rubrics (in specific assessment settings/contexts)
5. 1. Describe formative assessment strategies2. State appropriate applications for formative assessment/s
6. 1. Recognize/value the need for systematic planning for assessment2. Evaluate item types for given applications/purposes3. Construct items to meet specific Los in given learning domains4. Evaluate items/tests as to purpose/use of assessment information
7. 1. Describe validity; reliability2. Explain the relationship between high quality assessment and validity/reliability
8. 1. Recognize/value the role of instructors as student study supports2. Recognize the relationship between test item types & specific study strategies
Improving Student Performance on Assessments
KSU Study Strategies Test Preps Improving Performance MIT Testing Strategies
Edward J. Caropreso, PhDWatson School of EducationUniversity of North Carolina Wilmington
Assessment Workshop: Part 1 (June, 2007)Revised
A context for instructional decision-making Establishing vocabulary and a conceptual framework
Performance assessment as a model Developing and applying criteria Exploring formal models of performance assessment:▪ Holistic; Modified Holistic; Analytical assessment
Planning: Instruction to assessment Expectations, outcomes, tasks & assessments Developing tasks and assessments▪ Review of current assignments, tasks, tools▪ Development: Revisions and new constructions
What about instructional outcomes? Intent, expectation and instruction Two models of instructional objectives▪ Gronlund: From the general to the specific▪ Mager: From the specific to the general
What’s the relationship between teaching and learning? Instruction and assessment?
Some web sites of interest http://www.ncrel.org/sdrs/areas/misc/glossary.htm http://ctl.stanford.edu/Tomprof/postings/448.html http://www.ericdigests.org/ http://www.ericdigests.org/pre-9213/terms.htm http://www.ericdigests.org/pre-9213/
Gronlund's General and Specific Objectives
Gronlund’s claim: Performance-oriented objectives are effective with simple skills, but
Complex cognitive behaviors require another approach
Proposes that main objectives be expressed as general instructional outcomes
Each main objective should be elaborated in terms of specific objectives; linking general, abstract level with specific, concrete performances
Mager's Instructional Objectives
Must specify clearly what the learner should be able to do following instruction. ▪ Uses behavioral terms the actual, observable performance
of the student Specifies exactly what students must do to
demonstrate that they have reached the course goal
Provides teacher with specific guidelines for determining whether course goals have been reached; Uses specific, behavioral terms as opposed to general terms (general or vague terms include: student will understand, appreciate, know, etc.)
Some useful websites on learning outcomes http://web.bsu.edu/IRAA/AA/WB/cha
pter2.htm http://chiron.valdosta.edu/whuitt/col
/plan/plan.html http://www.harding.edu/USER/dlee/
WWW/objectives.doc http://www.e-learningguru.com/artic
les/art3_4.htm http://www.nbii.gov/datainfo/metada
ta/training/ttt/skills/pdf/objectives.pdf
Assessment and Evaluation: What do they mean?
Relationship between assessment, evaluation and decision-making: The role of time
What about instructional outcomes? Instruction, assessment and evaluation Developing Criteria
Using a T-chart: Instructional intent/expectation vs. Student performance (and its
assessment)The task and the assessment:
Not the same but necessarily relatedExpanding the chart beyond the “T”:
Identifying assessment criteriaAssessment and Evidence of
Learning
T-charts in education http://www.enchantedlearning.com/gra
phicorganizers/tchart/ http://www.myread.org/
organisation.htm http://www97.intel.com/en/
ProjectDesign/InstructionalStrategies/GraphicOrganizers/T_Charts.htm
T-charts in law http://carbon.cudenver.edu/~econry/
law2.doc
From criteria as evidence to a “tool” for assessment and evaluation: Checklists vs. Rating Scales
Whose tool is it anyway?: What teachers and students should
know to ensure learning occursEvaluation decisions and “grading”
student performance
Holistic: Applying all criteria as a single judgment
Modified Holistic: Adding levels of judgment
Analytical: Judgment by criteria; weighting factors; scaling http://www.teachervision.fen.com/teaching-methods/rubrics/
4524.html?detoured=1 Valid decision-making:
Matching the “tool” and the instructional outcome Examples of Rubrics
http://www.teachervision.fen.com/teaching-methods/rubrics/4524.html
http://www.tcet.unt.edu/START/instruct/general/rubrics.htm
Your expectations, outcomes, tasks & assessments
Developing tasks and assessments Review: Current assignments, tasks,
tools Development: ▪ Revisions and reconstructions▪ New constructions
Rubrics and other assessment tools http://www.teachervision.fen.com/teaching-methods/rubrics/
4521.html?detoured=1 http://www.tcet.unt.edu/START/instruct/general/rubrics.htm http://www.tcet.unt.edu/START/instruct/general/rubrics.htm http://www.curriculum.org/csc/library/profiles/10/html/
ELDBOP5.htm http://www.inmotionaame.org/education/
lesson.cfm;jsessionid=f8303421051155499527848?migration=&id=6_003LP&bhcp=1
http://school.discovery.com/schrockguide/assess.html http://www.ncsu.edu/midlink/ho.html http://www.uwstout.edu/soe/profdev/rubrics.shtml
Introduction & Major Categories http://www.officeport.com/edu/blooms.htm http://faculty.washington.edu/krumme/guides/bloom1.html
Applying Taxonomy (Cognitive Domain/Action Verbs) http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html http://www.teachers.ash.org.au/researchskills/dalton.htm
Across the Domains http://www.nwlink.com/~donclark/hrd/bloom.html http://www.tedi.uq.edu.au/downloads/Bloom.pd
Psychomotor Domain http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/
manual10.htm http://coe.sdsu.edu/eet/articles/BloomsLD/index.htm http://academic.udayton.edu/health/syllabi/health/lesson01b.htm
Recommended