Selection and organization of content Essay Example for Free

Selection and organization of content bear witnessBlooms Taxonomy of Educational ObjectivesOne of the or so widely apply ways of organizing trains of expertise is according to Blooms Taxonomy of Educational Objectives. (Bloom et al., 1994 Gronlund, 1991 Krathwohl et al., 1956.) Blooms Taxonomy (Tables 1-3) uses a multi-tiered scale to express the level of expertise drived to achieve each mensurable schoolchild conclusion. Organizing measurable student outcomes in this way will allow us to select appropriate family lineroom sagaciousness techniques for the transmission line. There are three taxonomies. Which of the three to use for a given measurable student outcome depends upon the original tendency to which the measurable student outcome is connected. There are knowledge-based goals, skills-based goals, and affective goals (affective values, attitudes, and interests) accordingly, at that place is a taxonomy for each. Within each taxonomy, levels of expertise are l isted in order of increasing complexity. Measurable student outcomes that require the higher levels of expertise will require more sophisticated classroom sagaciousness techniques. The course goal in Figure 2student understands prudish dental hygieneis an showcase of a knowledge-based goal.It isknowledge-based because it requires that the student learn certain facts and concepts. An example of a skills-based goal for this course index be student flosses teeth properly. This is a skills-based goal because it requires that the student learn how to do something. Finally, an affective goal for this course might be student cares just about proper oral hygiene. This is an affective goal because it requires that the students values, attitudes, or interests be affected by the course.LEVEL OF EXPERTISEDESCRIPTION OF LEVELEXAMPLE OF MEASURABLE savant OUTCOMETable 1 Blooms Taxonomy of Educational Objectives for Knowledge-Based Goals1. KnowledgeRecall, or recognition of terms, ideas, proc edure, theories, etc.When is the first day of Spring? 2. ComprehensionTranslate, interpret, extrapolate, make lovely when not see full implications or transfer to other situations, closer to literal translation.What does the summer solstice typify? 3. ApplicationApply abstractions, general principles, or methods to specific concrete situations.What would Earths seasons be like if its orbit was perfectly circular? 4. AnalysisSeparation of a complex idea into its constituent parts and an understanding of organization and relationship among the parts. Includes realizing the distinction between hypothesis and fact as well as between relevant and extraneous variables.Why are seasons change by reversal in the southern cerebral hemisphere? 5. SynthesisCreative, mental construction of ideas and concepts from multiple sources to form complex ideas into a new, integrated, and pregnant pattern subject to given constraints.If the longest day of the year is in June, why is the northern he misphere hottest in August? 6. EvaluationTo make a judgment of ideas or methods using external evidence or self-selected criteria substantiated by observations or informed rationalizations.What would be the important variables for predicting seasons on a newly discovered orbiter?LEVEL OF EXPERTISEDESCRIPTION OF LEVELEXAMPLE OF MEASURABLE bookman OUTCOMETable 2 Blooms Taxonomy of Educational Objectives for Skills-Based Goals PerceptionUses sensory cues to guide actionsSome of the sour samples you see will need dilution before you take their spectra. Using only observation, how will you decide which solutions might need to be diluted? SetDemonstrates a readiness to take action to perform the working class orobjectiveDescribe how you would go about taking the absorbance spectra of a sample of pigments? Guided ResponseKnows steps demand to complete the projection or objectiveDetermine the density of a group of sample metals with regular and irregular shapes. MechanismPerforms task or objective in a somewhat confident, proficient, and habitual mannerUsing the procedure described below, determine the measuring rod of copper in your unknown ore. Report its mean value and standard deviation. Complex Overt ResponsePerforms task or objective in a confident, proficient, and habitual mannerUse titration to determine the Ka for an unknown weak acid. AdaptationPerforms task or objective as above, but send word also modify actions to account for new or subtle situationsYou are performing titrations on a series of unknown acids and find a variety of problems with the resulting curves, e.g., only 3.0 ml of base is required for one acid while 75.0 ml is required in another. What can you do to get valid data for all the unknown acids? Organization Creates new tasks or objectives incorporating intentional onesRecall your plating and etching experiences with an aluminum substrate. Choose a different metal substrate and design a process to plate, mask, and etch so that a p attern of 4 different metals is created.LEVEL OF EXPERTISEDESCRIPTION OF LEVELEXAMPLE OF MEASURABLE STUDENT OUTCOMETable 3 Blooms Taxonomy of Educational Objectives for Affective Goals ReceivingDemonstrates a willingness to participate in the activityWhen Im in class I am attentive to the instructor, take notes, etc. I do not read the newspaper instead. RespondingShows interest in the objects, phenomena, or activity by seeking it out or pursuing it for pleasureI complete my homework and participate in class discussions. ValuingInternalizes an appreciation for (values) the objectives, phenomena, or activityI seek out information in popular media related to my class. OrganizationBegins to compare different values, and resolves conflicts between them to form an internally consistent system of valuesSome of the ideas Ive learned in my class differ from my previous beliefs. How do I resolve this? Characterization by a Value or Value ComplexAdopts a long-term value system that is pervas ive, consistent, and predictableIve decided to take my family on a vacation to visit some of the places I learned about in myclass.To determine the level of expertise required for each measurable student outcome, first decide which of these three broad categories (knowledge-based, skills-based, and affective) the like course goal belongs to. Then, using the appropriate Blooms Taxonomy, look over the descriptions of the various levels of expertise. Determine which description most closely matches that measurable student outcome. As can be seen from the examples given in the three Tables, there are different ways of representing measurable student outcomes, e.g., as statements about students (Figure 2), as questions to be asked of students (Tables 1 and 2), or as statements from the students perspective (Table 3). You may find additional ways of representing measurable student outcomes those listed in Figure 2 and in Tables 1-3 are just examples. Blooms Taxonomy is a convenient way t o describe the horizontal surface to which we want our students to understand and use concepts, to demonstrate particular skills, and to have their values, attitudes, and interests affected. It is critical that we determine the levels of student expertise that we are expecting our students to achieve because this will determine which classroom assessment techniques are most appropriate for the course.though the most common form of classroom assessment used in introductory college coursesmultiple choice testsmight be quite adequate for assessing knowledge and comprehension (levels 1 and 2, Table 1), this type of assessment often fall short when we want to assess our students knowledge at the higher levels of synthesis and evaluation (levels 5 and 6).4 multiple-choice tests also rarely provide information about achievement of skills-based goals. Similarly, traditional course evaluations, a technique commonly used for affective assessment, do not generally provide useful information about changes in student values, attitudes, and interests. Thus, commonly used assessment techniques, while perhaps providing a means for appoint grades, often do not provide us (or our students) with useful feedback for determining whether students are attaining our course goals. Usually, this is receivable to a combination of not having formalized goals to begin with, not having translated those goals into outcomes that are measurable, and not using assessment techniques capable of measuring expected student outcomes given the levels of expertise required to achieve them.Using the CIA exemplar of course development, we can ensure that our curriculum, instructional methods, and classroom assessmenttechniques are properly aligned with course goals. Note that Blooms Taxonomy need not be applied exclusively after course goals have been defined. Indeed, Blooms Taxonomy and the language associated with its different categories can help in the goals-defining process itself. Thus, Blo oms Taxonomy can be used in an iterative fashion to first state and then refine course goals. Blooms Taxonomy can finally be used to identify which classroom assessment techniques are most appropriate for measuring these goals.Attachment Blooms Taxonomy of Educational Objectives PDF, 67 KB Website Field-tested Learning Assessment Guide (FLAG) Assessment Primer.