Rethinking Bloom's Taxonomy: Implications for Testing and Assessment.

Autor/in	Anderson, Lorin W.
Titel	Rethinking Bloom's Taxonomy: Implications for Testing and Assessment.
Quelle	(1999), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; Cognitive Processes; Educational Assessment; Educational Objectives; Guides; Scoring; Scoring Rubrics; Test Construction; Test Items + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Handbuch; Leitfaden; Bewertung; Scoring formulas; Auswertungsbogen; Testaufbau; Test content; Testaufgabe
Abstract	This paper describes a work in progress on a second edition of "Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain," also known as "Bloom's Taxonomy" (B. Bloom and others, Eds., 1956). The new edition will be grounded in the collective wisdom of the original "Handbook," but will incorporate contextual and conceptual changes that have taken place since its publication. Like the original, the new handbook will contain five chapters describing the background, structure, and implications of the revised taxonomy; but the second section, instead of containing sample objectives and test items, will contain vignettes illustrating applications of the revised taxonomy in schools. The new edition will make a distinction between knowledge as the process of recall and knowledge as the content that is recalled, designating the first category of the cognitive process dimensions as "remember." Cognitive processes will be conceptualized somewhat differently, with the acknowledgment of a broader range of contextual factors that influence learning and the use of cognitive processes. Three implications of the expected changes are noted. First is the importance of diversity in educational assessment. Another aspect is considering the relationships among tasks in designing assessment; and still another is the realization that the structure of the taxonomy is more likely to be evident in the scoring rubric than in the tasks themselves. The new "Handbook" is a work in progress, and the revised taxonomy has yet to be completed. It is not yet known how learning, curriculum, instruction, and assessment will interface in the final version. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC