Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition
- Contains vignettes written by and for teachers that include a cross section of grade levels and subjects and that are annotated and analyzed to illustrate how to use this unique framework (6 vignettes-Ch. 7-13).
- Provides teachers with a tool to help them make sense of goals, curriculum standards and objectives and to organize them so they are clearly understood and fairly easy to implement (Ch. 3).
- Facilitates communication across subject matters and grade levels.
- Describes four types of knowledge along the knowledge dimension (Ch. 4) and 6 categories that include 19 cognitive processes along the cognitive process dimension (Ch. 5).
- Provides definitions, examples, and verbal descriptions, sample objectives/standards, sample assessment tasks/test items, sample instructional activities for the above - integrated throughout (Sections II and III).
- Contains three additional chapters and an appendix unique to the complete edition. The first of these chapters covers a number of alternative frameworks that have appeared since the publication of the original book (Ch. 15).
- Summarizes and reviews the empirical data that bears on the assumed cumulative hierarchy of the original Taxonomy and discusses the implication of these data in the second of these chapters (Ch. 16). The data that are summarized in Chapter 16's meta-analysis are shown in Appendix C.
- Presents and analyzes some problems that remain to be solved in the third of them (Ch. 17).
- Seeks to extend the approach of the original; use common language, be consistent with current psychological and educational trends, and provide realistic examples of the uses of the framework.
This revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected tolearn in school. Like no other text, it explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C&I emphasis), and measurement and assessment experts (assessment emphasis). This "revisited" framework allows you to connect learning in all areas of curriculum. Educators, or others interested in Educational Psychology or Educational Methods for grades K-12.
