EDSU533
Taxonomy of Educational Objectives (1956)
Various types of learning outcomes within the cognitive domain Objectives could be
classified according to type of learner behavior described
A hierarchical relationship exists among the various types of outcomes
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
KNOWLEDGE: define, list, name, memorizeCOMPREHENSION: identify, describe,
explainAPPLICATION: demonstrate, use, show,
teachANALYSIS: categorize, compare, calculateSYNTHESIS: design, create, prepare, predictEVALUATION: judge, assess, rate, revise
Ask students to demonstrate:Knowledge - recall information in original
formComprehension - show understanding Application - use learning in a new situationAnalysis - show s/he can see relationshipsSynthesis - combine and integrate parts of
prior knowledge into a product, plan, or proposal that is new
Evaluation - assess and criticize on basis of standards and criteria
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating• Creating – designing, constructing,
planning, producing, inventing, devising, making
• Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring
• Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating
• Applying – implementing, carrying out, using, executing
• Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
• Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, findinghttp://uwf.edu/cutla/assessstudent.cfm
Knowledge or Remembering – Recalling InformationWhere – What – Who – How many – Point to…
Comprehension or Understanding – Tell me in your own words – What does it mean?Give me an example, describe, illustrate
Application – Using learning in a new situationWhat would happen if…? Would you have done the
same…? How would you solve this problem?In the library, find information about….
Analysis – Ability to see parts/relationshipsWhat other ways…? Similar/Different (Venn)Interpretation – What kind of person…? What
caused the person to react in this way…? What part was most exciting, sad…?
Synthesis – Parts of information to create original wholeWhat would it be like if…? Design, pretend, use
your imagination, write a new ending…
Evaluation and SynthesisJudgment based on CriteriaLiterature
Would you recommend this book – WHY or WHY not?
Select the best – WHY?Which person in history would
you most like to meet – and WHY?Is the quality good or bad? WHY?Could this story have happened?
WHY?Creating at top of revised Bloom’s
Taxonomy - Innovation
Essential Questions at the top of Bloom’s TaxonomyCreate - innovateEvaluate – make a thoughtful choice between
options, with the choice based on a clearly stated criteria
Synthesize – invent a new or different versionAnalyze – develop a thorough and complex
understanding through skillful questioning.
Spark our curiosity and sense of wonderDesire to understand Something that matters to us
Answers to EQs can NOT be foundStudents must construct own
answersMake their own meaning from
information they have gatheredCreate insight
Answering such questions may take a lifetime!
Answers may only be tentative
Information gathering may take place outside of formal learning environments
Engage students in real life applied problem solving
EQ lend themselves to multidisciplinary investigations.
Framed by students themselves
Best to start with subsidiary questions that might help support the main question
Formulate categories of related questions
“What else do we need to know?
State suppositions Hypothesizing and PredictingThought process helps provide a
basis for construction of meaning.
What are the big ideas?
Core concepts Focusing themes On-going debates/issues Insightful perspectives Illuminating paradox/problem Organizing theory Overarching principle Underlying assumption
What’s the evidence?How do we get
there?Enduring
Understanding
Desired Results: What will the student learn?
Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?
Lesson Planning: How do you design a lesson that results in student learning?
Identify desired results
Determine acceptable evidence
Plan learning experiences
and instruction
Will this lesson lead to enduring understanding?
Worth being familiar with
Important to know and do
EnduringUnderstanding
Assessment TypesTraditional quizzes
and testsPaper/pencil
Selected responseConstructed
responsePerformance tasks
and projectsOpen-endedComplexAuthentic
Performance tasks and projects need assessments thatare more authentic than traditional quizzes and tests.
Worth being familiar with
Important to know and do
EnduringUnderstanding