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A Taxonomy for Learning, Teaching, and Assessingby Lorin W. (edt) Anderson
Synopses & Reviews
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, teacher-educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes, that defines what students are expected to learn in school. A series of vignettes-written by and for teachers-illustrates how to use this unique framework. 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. This "Professional Edition" includes an additional section ("The Taxonomy in Perspective,") which is not available in the "Revisited for Teachers" edition of the book.
Book News Annotation:
The editors and authors recognize the influence that B.S. Bloom's Handbook (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)
About the Author
Dr. Lorin W. Anderson is a Carolina Distinguished Professor at the University of South Carolina where he has served on the faculty since 1973. He has written extensively in the areas of classroom instruction and school learning, educational programs for economically disadvantaged children and youth, and testing and assessment. In addition to this title, he has authored Bloom's Taxonomy: A Forty-Year Retrospective (1994), A Handbook for Teacher Leadership (1995), and the International Encyclopeida of Teaching and Teacher Education, Second Edition (1995)
Table of Contents
List of Tables and Figures.
SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING.
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.
SECTION IV: THE TAXONOMY IN PERSPECTIVE.
15. The Taxonomy in Relation to Alternative Frameworks.
16. Empirical Studies of the Structure of the Taxonomy.
17. Unsolved Problems.
Appendix A: Summary of the Changes from the Original Framework.
Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain..
Appendix C: Data Used in the Meta-Analysis in Chapter 16.
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