The Goals of Educations ProcessCourtney Abarr10/12/2015EDU / 200Theresa Melenas

Taxonomies Add your first bullet point here Add your second bullet point here Add your third bullet point here

Cognitive Taxonomy Levels Definition Key Words Remember Recall data or information. Define, describe, identify, label, list,

match, name, outline, recall, recognize, reproduce, select, state

Understand Construct meaning from instructional messages.

Interpret, exemplify, classify, summarize, infer, comparing, explain

Apply Carry out or use a procedure in a given situation.

Execute, implement, demonstrate, show

Analyze Break material into constituent parts and determine how parts relate to one another and to an overall structure of purpose.

Differentiate, organize, attribute

Evaluate Make judgments based on criteria and standards.

Check, critique, appraise

Create Put elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure.

generate, plan, produce

Affective Taxonomy

Taxonomies First bullet point here Second bullet point here Third bullet point here

Psychomotor Taxonomy Levels Definition Key Words Imitation Copy action of another; observe

and replicate. Copy, follow, replicate, repeat, adhere

Manipulation Reproduce activity from instruction or memory.

Recreate, build, perform, execute, implement

Precision Execute skill reliably, independent of help.

Demonstrate, complete, show, perfect, calibrate, control

Articulation Adapt and integrate expertise to satisfy a non-standard objective.

Construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master

Naturalization Automated, unconscious mastery of activity and related skills at strategic level.

Design, specify, manage, invent, project-manage

Levels Definition Key WordsReceives phenomena

Awareness, willingness to hear, selected attention.

Asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses

Responds to phenomena

Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding.

Answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes

Values The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values while clues to these values are expressed in the learner’s overt behavior and are often identifiable.

Completes, demonstrates, differentiates, explains, follows, forms, initiates, joins, justifies, proposes, reads, reports, selects, shares, studies, works

Organizes Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values. 

Adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes

Internalizes values

Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

Acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies

Formative Assessments

• Formative assessment provides faculty with an opportunity to check student understanding along the way.

• used as learning tools, followed by feedback and corrective procedures.

• "Just-in-time" feedback helps connect students with needed resources they need.

Summative Assessments Obtained at the end of an instructional unit to measure the level of

success or proficiency. Provides a snapshot of educational success or failure. It shows school teachers, administrators, district and departmental

leaders, and government officers how the school, students, and the administration are progressing and developing.

Performance-based Assessments cognitive processes of creating, generating, and producing.

knowledge has been converted to remember

create rather than evaluate.

Taxonomies and AssessmentsUsing taxonomies in planning for assessments I would simply use the six levels:Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, reproduce state.

Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate.

Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

Culatta, R. (2015). Taxonomies. Retrieved from http://www.instructionaldesign.org/concepts/taxonomies.html

Formative Assessment Classroom Techniques (FACTs) . (2011). Retrieved from http://www.slideshare.net/profrichdett/formative-assessment-classroom-techniques-facts

Assessment and bloom’s taxonomy . (2012). Retrieved from http://www.slideshare.net/sarah_j_cox/assessment-and-blooms-taxonomy

https://nli2013brs.wikispaces.com/Engaging+Teachers+in+Performance-Based+Assessments.. (2015). Retrieved from https://nli2013brs.wikispaces.com/Engaging+Teachers+in+Performance-Based+Assessments.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the Classification of educational goals. Handbook II: Affective domain. New York: David McKay Co., Inc.

Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. New York : Longman.

References