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000313693 010__ $$a   00063423
000313693 020__ $$a9780321084057 (alk. paper)
000313693 020__ $$a0321084055 (alk. paper)
000313693 020__ $$a080131903X (pbk. : Abridged ed. : alk. paper)
000313693 020__ $$a9780801319037 (pbk. : Abridged ed. : alk. paper)
000313693 035__ $$a(OCoLC)ocm44811619
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000313693 05000 $$aLB17$$b.T29 2001
000313693 08200 $$a370/.1$$221
000313693 24502 $$aA taxonomy for learning, teaching, and assessing :$$ba revision of Bloom's taxonomy of educational objectives /$$ceditors, Lorin W. Anderson, David Krathwohl ; contributors, Peter W. Airasian ... [et al.].
000313693 250__ $$aComplete ed.
000313693 260__ $$aNew York :$$bLongman,$$cc2001.
000313693 300__ $$axxix, 352 p. :$$bill. ;$$c25 cm.
000313693 504__ $$aIncludes bibliographical references (p. 323-331) and index.
000313693 5050_ $$aPreface -- Foreword -- Chapter 1. Introduction -- Chapter 2. The structure, specificity, and problems of objectives -- Chapter 3. The taxonomy table -- Chapter 4. The knowledge dimension -- Chapter 5. The cognitive process dimension -- Chapter 6. Using the taxonomy table -- Chapter 7. Introduction to the vignettes -- Chapter 8. Nutrition vignette -- Chapter 9. Macbeth vignette -- Chapter 10. Addition facts vignette -- Chapter 11. Parliamentary acts vignette -- Chapter 12. Volcanoes? Here? Vignette -- Chapter 13. Report writing vignette -- Chapter 14. Addressing long-standing problems in classroom instruction -- Chapter 15. The taxonomy in relation to alternative frameworks -- Chapter 16. Empirical studies of the structure of taxonomy -- Chapter 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 -- References -- Credits -- Index.
000313693 520__ $$aThis revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected to learn in school. It explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C & I emphasis), and measurement and assessment experts (assessment emphasis). This revisited framework allows you to connect learning in all areas of curriculum. Educators, or others interested in educational psychology or educational methods for grades K-12.
000313693 60010 $$aBloom, Benjamin S.$$q(Benjamin Samuel),$$d1913-1999.$$tTaxonomy of educational objectives.
000313693 650_0 $$aEducation$$xAims and objectives.
000313693 7001_ $$aAnderson, Lorin W.
000313693 7001_ $$aKrathwohl, David R.
000313693 7001_ $$aBloom, Benjamin S.$$q(Benjamin Samuel),$$d1913-1999.$$tTaxonomy of educational objectives.
000313693 85200 $$bgen$$hLB17$$i.T29$$i2001
000313693 909CO $$ooai:library.usi.edu:313693$$pGLOBAL_SET
000313693 980__ $$aBIB
000313693 980__ $$aBOOK
000313693 994__ $$aC0$$bISE