A Taxonomy for Learning, Teaching, and Assessing A Revision of Bloom's Taxonomy of Educational Objectives, Complete Edition

by Anderson, Lorin W.; Krathwohl, David R.; Airasian, Peter W.; Cruikshank, Kathleen A.; Mayer, Richard E.; Pintrich, Paul R.; Raths, James; Wittrock, Merlin C.

• ISBN13: 9780321084057
• ISBN10: 0321084055
• Edition: 1st
• Format: Hardcover
• Copyright: 2000-12-19
• Publisher: Pearson

Summary

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.

Author Biography

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

Detailed Contents	ix
List of Tables and Figures	xix
Preface	xxi
Foreword	xxvii
Section I The Taxonomy: Educational Objectives and Student Learning	1	(24)
Introduction	3	(9)
The Structure, Specificity, and Problems of Objectives	12	(13)
Section II The Revised Taxonomy Structure	25	(68)
The Taxonomy Table	27	(11)
The Knowledge Dimension	38	(25)
The Cognitive Process Dimension	63	(30)
Section III The Taxonomy in Use	93	(164)
Using the Taxonomy Table	95	(15)
Introduction to the Vignettes	110	(9)
Nutrition Vignette	119	(17)
Macbeth Vignette	136	(22)
Addition Facts Vignette	158	(13)
Parliamentary Acts Vignette	171	(19)
Volcanoes? Here? Vignette	190	(20)
Report Writing Vignette	210	(22)
Addressing Long-standing Problems in Classroom Instruction	232	(25)
Section IV The Taxonomy in Perspective	257	(46)
The Taxonomy in Relation to Alternative Frameworks	259	(28)
Empirical Studies of the Structure of the Taxonomy	287	(8)
Unsolved Problems	295	(8)
Appendixes	303	(20)
Appendix A: Summary of the Changes from the Original Framework	305	(8)
Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain	313	(7)
Appendix C: Data Used in the Meta-analysis in Chapter 16	320	(3)
References	323	(10)
Credits	333	(2)
Index	335