Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition / Edition 1

by Lorin Anderson, David Krathwohl, Peter Airasian, Kathleen Cruikshank, Richard Mayer

Overview

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.

Product Details

ISBN-13:	9780801319037
Publisher:	Pearson Education
Publication date:	12/19/2000
Edition description:	Abridged Edition
Pages:	336
Product dimensions:	7.40(w) x 9.10(h) x 0.90(d)

Table of Contents

List of Tables and Figures.


Preface.


Foreword.

SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING.

1. Introduction.

2. The Structure, Specificity, and Problems of Objectives.

SECTION II: THE REVISED TAXONOMY STRUCTURE.

3. The Taxonomy Table.

4. The Knowledge Dimension.

5. The Cognitive Process Dimension.

SECTION III: THE TAXONOMY IN USE.

6. Using the Taxonomy Table.

7. Introduction to the Vignettes.

8. Nutrition Vignette.

9. Macbeth Vignette.

10. Addition Facts Vignette.

11. Parliamentary Acts Vignette.

12. Volcanoes? Here? Vignette.

13. Report Writing Vignette.

14. Addressing Long-standing Problems in Classroom Instruction.

APPENDICES.

Appendix A: Summary of the Changes from the Original Framework.

Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain.

References.

Credits.

Index.

Editorial Reviews

The editors and authors recognize the influence that B.S. Bloom's (1956) has had on education for the past 45 years. They've chosen to revise it to refocus educators' attention on its value to us now, and to incorporate new knowledge about education gained in recent years. Like the original this revision presents Bloom's taxonomy for organizing educational objectives into a clear and logical framework. To make the objectives easy to implement, the revised version uses common language and includes six chapters of realistic, detailed descriptions and analyses of how the framework works in practice. Of interest to teachers, teacher- educators, curriculum coordinators, educational consultants, test designers and publishers, education policymakers, textbook authors and publishers, and the media. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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