Eq

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