Verfügbarkeit: A taxonomy for learning, teaching, and assessing

A taxonomy for learning, teaching, and assessing: a revision of Bloom's Taxonomy of educational objectives

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Bibliographische Detailangaben
Format:	Buch
Sprache:	English
Veröffentlicht:	New York [u.a.] Longman 2006
Ausgabe:	Complete ed., [Nachdr.]
Schlagworte:	Taxonomie Unterricht Lernzielklassifikation Lernen Evaluation
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	XXIX, 352 S. Ill., graph. Darst.
ISBN:	0321084055 080131903X

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Datensatz im Suchindex

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adam_text	Brief Contents Detailed Contents ix List of Tables and Figures Preface xxi Foreword xxvii xix section ι The Taxonomy: Educational Objectives and Student Learning l chapter ι Introduction 3 chapter 2 The Structure, Specificity, and Problems of Objectives 12 section II The Revised Taxonomy Structure 25 chapters The Taxonomy Table 27 chapter 4 The Knowledge Dimension 38 chapter s The Cognitive Process Dimension 63 section πι The Taxonomy in Use 93 chapter 6 Using the Taxonomy Table 95 chapter 7 Introduction to the Vignettes 110 chapters Nutrition Vignette 119 chapter э Macbeth Vignette 136 chapter i o Addition Facts Vignette 158 chapter 11 Parliamentary Acts Vignette 171 chapter 12 Volcanoes? Here? Vignette 190 chapter із Report Writing Vignette 210 chapter 14 Addressing Long-standing Problems in Classroom Instruction 232 VII VIII Brief Contents section iv The Taxonomy in Perspective 257 chapter i s The Taxonomy in Relańon to Alternative Frameworks 259 chapter і б Empirical Studies of the Structure of the Taxonomy chapter 17 Unsolved Problems 295 287 Appendixes 303 Appendix A: Summary of the Changes from the Original Framework 305 Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain 313 Appendix C: Data Used in the Meta-analysis in Chapter 16 320 References 323 Credits 333 Index 335 Detailed Contents List of Tables and Figures Preface xxi Foreword xxvii xix SECTION I The Taxonomy: Educational Objectives and Student Learning 1 chapter ι Introduction 3 The Need for a Taxonomy 3 Using Our Increased Understanding 6 The Taxonomy Table, Objectives, and Instructional Time The Taxonomy Table and Instruction 7 The Taxonomy Table and Assessment 8 The Concept of Alignment 10 Teachers as Curriculum Makers Versus Teachers as Curriculum Implementers: A Closing Comment 10 chapter 2 The Structure, Specificity, and Problems of Objectives The Structure of Objectives 12 Content Versus Knowledge 12 Behavior Versus Cognitive Processes 13 Specificity of Objectives 15 Global Objectives 15 Educational Objectives 15 Instructional Objectives 16 Summary of Levels of Objectives 16 What Objectives Are Not 17 12 IX Detailed Contents A Changing Vocabulary of Objectives 18 Problems with Objectives 20 Specificity and Inclusiveness 20 The Lock-Step Nature of Objectives 21 What Does an Objective Represent — Learning or Performance? 21 The Restricted Use of Objectives 22 Concluding Comment 23 Section h The Revised Taxonomy Structure 25 chapters The Taxonomy Table 27 Categories of the Knowledge Dimension 27 Categories of the Cognitive Process Dimension 30 The Taxonomy Table and Objectives: A Diagrammatic Summary 30 Why Categorize Objectives? 34 Our Use of Multiple Forms of Definition 36 Verbal Descriptions 36 Sample Objectives 37 Sample Assessment Tasks 37 Sample Instructional Activities 37 Closing Comment: A Look Ahead 37 chapter 4 The Knowledge Dimension 38 A Distinction Between Knowledge and Subject Matter Content: A Tale of Four Teachers 39 Different Types of Knowledge 40 A Distinction Between Factual and Conceptual Knowledge 41 A Rationale for Metacognitive Knowledge 43 Categories of the Knowledge Dimension 45 Factual Knowledge 45 Knowledge of Terminology 45 Knowledge of Specific Details and Elements 47 Conceptual Knowledge 48 Knowledge of Classifications and Categories 49 Knowledge of Principles and Generalizations 51 Knowledge of Theories, Models, and Structures 51 Detailed Contents xi Procedural Knowledge 52 Knowledge of Subject-Specific Skills and Algorithms 53 Knowledge of Subject-Specific Techniques and Methods 54 Knowledge of Criteria for Determining when to Use Appropriate Procedures 54 Metacognitive Knowledge 55 Strategic Knowledge 56 Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge 57 Self-Knowledge 59 Assessing Objectives Involving Metacognitive Knowledge 60 Conclusion 62 chapter s The Cognitive Process Dimension 63 A Tale of Three Learning Outcomes 64 No Learning 64 Rote Learning 64 Meaningful Learning 64 Meaningful Learning as Constructing Knowledge Frameworks 65 Cognitive Processes for Retention and Transfer 65 The Categories of the Cognitive Process Dimension 66 Remember 66 Recognizing 69 Recalling 69 Understand 70 Interpreting 70 Exemplifying 71 Classifying 72 Summarizing 73 Inferring 73 Comparing 75 Explaining 75 Apply 77 Executing 77 Implementing 78 Analyze 79 Differentiating 80 XII Detailed Contents Organizing 81 Attributing 82 Evaluate 83 Checking 83 Critiquing 84 Create 84 Generating 86 Planning 87 Producing 87 Decontextualized and Contextualized Cognitive Processes An Example of Educational Objectives in Context 89 Remembering What Was Learned 90 Making Sense of and Using What Was Learned 90 Conclusion 91 Section III The Taxonomy in Use 93 chapter 6 Using the Taxonomy Table 95 Using the Taxonomy Table in Analyzing Your Own Work 95 Using the Taxonomy Table in Analyzing the Work of Others 96 The Taxonomy Table Revisited 97 The Learning Question 97 The Instruction Question 99 The Assessment Question 101 The Alignment Question 102 Problems in Classifying Objectives 105 The Level of Specificity Problem 105 The Prior Learning Problem 105 Differentiating Objectives from Activities 106 Some Helpful Hints 107 Consider the Verb-Noun Combination 107 Relate Type of Knowledge to Process 107 Make Sure You Have the Right Noun 108 Rely on Multiple Sources 109 chapter 7 Introduction to the Vignettes 110 Characterization of the Vignettes 110 The Curriculum Unit 111 Detailed Contents XIII Central Components of the Vignette Descriptions 112 Using the Taxonomy Table to Analyze the Vignettes 114 The Analytic Process: A Summary 117 Organization and Structure of the Vignette Chapters 117 A Closing Comment 118 chapters Nutrition Vignette 119 Section I: Objectives 119 Section II: Instructional Activities 120 Section III: Assessment 127 Section IV: Closing Commentary 128 The Learning Question 128 The Instruction Question 128 The Assessment Question 130 The Alignment Question 130 Section V: Closing Questions 131 Attachments 133 chapters Macbeth Vignette 136 Part I: Objectives 137 Part II: Instructional Activities 137 Part III: Assessment 143 Part IV: Closing Commentary 146 The Learning Question 146 The Instruction Question 146 The Assessment Question 148 The Alignment Question 148 Part V: Closing Questions 149 Attachments 151 chapter ι ο Addition Facts Vignette 158 Part I: Objectives 158 Part II: Instructional Activities 159 Part III: Assessment 165 Part IV: Closing Commentary 168 The Learning Question 168 The Instruction Question 168 XIV Detailed Contents CHAPTER 1 1 CHAPTER 12 CHAPTER 13 The Assessment Question 169 The Alignment Question 169 Part V: Closing Questions 169 Parliamentary Acts Vignette 171 Part I: Objectives 171 Part II: Instructional Activities 173 Part III: Assessment 180 Part IV: Closing Commentary 182 The Learning Question 182 The Instruction Question 184 The Assessment Question 184 The Alignment Question 184 Part V: Closing Questions 184 Attachments 186 Volcanoes ? Here? Vignette 190 Part I: Objectives 190 Part II: Instructional Activities 191 Part III: Assessment 201 Part IV: Closing Commentary 205 The Learning Question 205 The Instruction Question 205 The Assessment Question 205 The Alignment Question 205 Part V: Closing Questions 206 Attachments 208 Report Writing Vignette 210 Part I: Objectives 210 Part II: Instructional Activities 213 Part III: Assessment 220 Part IV: Closing Commentary 223 The Learning Question 223 The Instruction Question 223 The Assessment Question 225 The Alignment Question 225 Detailed Contents xv Part V: Closing Questions 226 Attachments 228 chapter 1 4 Addressing Long-Standing Problems in Classroom Instruction 232 Generalizations Related to the Learning Question 234 Using Complex Processes to Facilitate Mastery of Simpler Objectives 234 Choosing Varieties of Knowledge 236 Generalizations Related to the Instruction Question 239 Recognizing Links Between Knowledge Types and Cognitive Processes 239 Differentiating Instructional Activities from Objectives 242 Generalizations Related to the Assessment Questions 245 Using Summative and Formative Assessments 245 Dealing with External Assessments 248 Generalizations Related to the Alignment Question 250 Aligning Assessments with Objectives 250 Aligning Instructional Activities with Assessments 253 Aligning Instructional Activities with Objectives 255 A Final Comment 256 section iv The Taxonomy in Perspective 257 chapter i s The Taxonomy in Relation to Alternative Frameworks 259 Unidimensional Classification Systems 260 Gerlach and Sullivan s Taxonomy of Commonly Taught Behaviors 260 Ausubel and Robinson s Six Hierarchically Ordered Categories 261 Metfessel, Michael, and Kirsner s Synonyms 261 Gagné s Hierarchy of Learning 264 Stahl and Murphy s Domain of Cognition 265 Bruce s Integration of Knowledge with the Other Categories 269 Romizowski s Analysis of Knowledge and Skills 270 Biggs and Collis s SOLO 270 xvi Detailed Contents Quellmalz s Taxonomy of Cognitive Processes 272 Hauenstein s Conceptual Framework for Educational Objectives 272 Reigeluth and Moore s Comparison Framework 274 Multidimensional Classification Systems 274 DeBlock s Three-Dimensional Framework 274 DeCorte s Modification of Guilford s Structure of Intellect Model 275 Ormell s Modification of the Taxonomy 278 Hannah and Michaelis s Comprehensive Framework for Instructional Objectives 279 Williams s Behavioral Typology of Educational Objectives 281 Marzano s Dimensions of Learning 282 Merrill s Component Display Theory 283 Haladyna (1997) and Williams and Haladyna s (1982) Typology for Higher-Level Test Items 284 Similarities of the Revision s Changes to the 19 Alternative Frameworks 286 chapter ie Empirical Studies of the Structure of the Taxonomy 287 Studies of the Cumulative Hierarchy Issue 287 A Weak Empirical Approach to Checking for a Cumulative Hierarchy 288 A Stronger Empirical Approach to Checking for a Cumulative Hierarchy 288 A Meta- Analysis of the Available Intercorrelational Data Among Categories 289 The Ordering of the Evaluation (Evaluate) and Synthesis (Create) Categories 291 Evidence from Structural Linear Equation Modeling Studies 292 In Conclusion 293 chapter 17 Unsolved Problems 295 Relationships Among Curriculum, Instruction, and Assessment 295 Curriculum Concerns 295 Instruction Concerns 297 Assessment Concerns 298 Usefulness of the Framework to Students 299 Detailed Contents xvii Relationship to a Theory of Learning and Cognition 300 Relationships Among the Domains 300 In Closing 301 Appendixes 303 Appendix A: Summary of Changes from the Original Framework 305 Four Changes in Emphasis 305 Four Changes in Terminology 307 Four Changes in Structure 308 The Inclusion of Understanding and the Omission of Problem Solving and Critical Thinking 311 Appendix B: Condensed Version of the Original Taxonomy of Education Objectives: Cognitive Domain 313 Knowledge 313 Intellectual Abilities and Skills 316 Appendix C: Data Used in the Meta- Analysis in Chapter 16 320 References 323 Credits 333 Index 335
adam_txt	Brief Contents Detailed Contents ix List of Tables and Figures Preface xxi Foreword xxvii xix section ι The Taxonomy: Educational Objectives and Student Learning l chapter ι Introduction 3 chapter 2 The Structure, Specificity, and Problems of Objectives 12 section II The Revised Taxonomy Structure 25 chapters The Taxonomy Table 27 chapter 4 The Knowledge Dimension 38 chapter s The Cognitive Process Dimension 63 section πι The Taxonomy in Use 93 chapter 6 Using the Taxonomy Table 95 chapter 7 Introduction to the Vignettes 110 chapters Nutrition Vignette 119 chapter э Macbeth Vignette 136 chapter i o Addition Facts Vignette 158 chapter 11 Parliamentary Acts Vignette 171 chapter 12 Volcanoes? Here? Vignette 190 chapter із Report Writing Vignette 210 chapter 14 Addressing Long-standing Problems in Classroom Instruction 232 VII VIII Brief Contents section iv The Taxonomy in Perspective 257 chapter i s The Taxonomy in Relańon to Alternative Frameworks 259 chapter і б Empirical Studies of the Structure of the Taxonomy chapter 17 Unsolved Problems 295 287 Appendixes 303 Appendix A: Summary of the Changes from the Original Framework 305 Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain 313 Appendix C: Data Used in the Meta-analysis in Chapter 16 320 References 323 Credits 333 Index 335 Detailed Contents List of Tables and Figures Preface xxi Foreword xxvii xix SECTION I The Taxonomy: Educational Objectives and Student Learning 1 chapter ι Introduction 3 The Need for a Taxonomy 3 Using Our Increased Understanding 6 The Taxonomy Table, Objectives, and Instructional Time The Taxonomy Table and Instruction 7 The Taxonomy Table and Assessment 8 The Concept of Alignment 10 Teachers as Curriculum Makers Versus Teachers as Curriculum Implementers: A Closing Comment 10 chapter 2 The Structure, Specificity, and Problems of Objectives The Structure of Objectives 12 Content Versus Knowledge 12 Behavior Versus Cognitive Processes 13 Specificity of Objectives 15 Global Objectives 15 Educational Objectives 15 Instructional Objectives 16 Summary of Levels of Objectives 16 What Objectives Are Not 17 12 IX Detailed Contents A Changing Vocabulary of Objectives 18 Problems with Objectives 20 Specificity and Inclusiveness 20 The Lock-Step Nature of Objectives 21 What Does an Objective Represent — Learning or Performance? 21 The Restricted Use of Objectives 22 Concluding Comment 23 Section h The Revised Taxonomy Structure 25 chapters The Taxonomy Table 27 Categories of the Knowledge Dimension 27 Categories of the Cognitive Process Dimension 30 The Taxonomy Table and Objectives: A Diagrammatic Summary 30 Why Categorize Objectives? 34 Our Use of Multiple Forms of Definition 36 Verbal Descriptions 36 Sample Objectives 37 Sample Assessment Tasks 37 Sample Instructional Activities 37 Closing Comment: A Look Ahead 37 chapter 4 The Knowledge Dimension 38 A Distinction Between Knowledge and Subject Matter Content: A Tale of Four Teachers 39 Different Types of Knowledge 40 A Distinction Between Factual and Conceptual Knowledge 41 A Rationale for Metacognitive Knowledge 43 Categories of the Knowledge Dimension 45 Factual Knowledge 45 Knowledge of Terminology 45 Knowledge of Specific Details and Elements 47 Conceptual Knowledge 48 Knowledge of Classifications and Categories 49 Knowledge of Principles and Generalizations 51 Knowledge of Theories, Models, and Structures 51 Detailed Contents xi Procedural Knowledge 52 Knowledge of Subject-Specific Skills and Algorithms 53 Knowledge of Subject-Specific Techniques and Methods 54 Knowledge of Criteria for Determining when to Use Appropriate Procedures 54 Metacognitive Knowledge 55 Strategic Knowledge 56 Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge 57 Self-Knowledge 59 Assessing Objectives Involving Metacognitive Knowledge 60 Conclusion 62 chapter s The Cognitive Process Dimension 63 A Tale of Three Learning Outcomes 64 No Learning 64 Rote Learning 64 Meaningful Learning 64 Meaningful Learning as Constructing Knowledge Frameworks 65 Cognitive Processes for Retention and Transfer 65 The Categories of the Cognitive Process Dimension 66 Remember 66 Recognizing 69 Recalling 69 Understand 70 Interpreting 70 Exemplifying 71 Classifying 72 Summarizing 73 Inferring 73 Comparing 75 Explaining 75 Apply 77 Executing 77 Implementing 78 Analyze 79 Differentiating 80 XII Detailed Contents Organizing 81 Attributing 82 Evaluate 83 Checking 83 Critiquing 84 Create 84 Generating 86 Planning 87 Producing 87 Decontextualized and Contextualized Cognitive Processes An Example of Educational Objectives in Context 89 Remembering What Was Learned 90 Making Sense of and Using What Was Learned 90 Conclusion 91 Section III The Taxonomy in Use 93 chapter 6 Using the Taxonomy Table 95 Using the Taxonomy Table in Analyzing Your Own Work 95 Using the Taxonomy Table in Analyzing the Work of Others 96 The Taxonomy Table Revisited 97 The Learning Question 97 The Instruction Question 99 The Assessment Question 101 The Alignment Question 102 Problems in Classifying Objectives 105 The Level of Specificity Problem 105 The Prior Learning Problem 105 Differentiating Objectives from Activities 106 Some Helpful Hints 107 Consider the Verb-Noun Combination 107 Relate Type of Knowledge to Process 107 Make Sure You Have the Right Noun 108 Rely on Multiple Sources 109 chapter 7 Introduction to the Vignettes 110 Characterization of the Vignettes 110 The Curriculum Unit 111 Detailed Contents XIII Central Components of the Vignette Descriptions 112 Using the Taxonomy Table to Analyze the Vignettes 114 The Analytic Process: A Summary 117 Organization and Structure of the Vignette Chapters 117 A Closing Comment 118 chapters Nutrition Vignette 119 Section I: Objectives 119 Section II: Instructional Activities 120 Section III: Assessment 127 Section IV: Closing Commentary 128 The Learning Question 128 The Instruction Question 128 The Assessment Question 130 The Alignment Question 130 Section V: Closing Questions 131 Attachments 133 chapters Macbeth Vignette 136 Part I: Objectives 137 Part II: Instructional Activities 137 Part III: Assessment 143 Part IV: Closing Commentary 146 The Learning Question 146 The Instruction Question 146 The Assessment Question 148 The Alignment Question 148 Part V: Closing Questions 149 Attachments 151 chapter ι ο Addition Facts Vignette 158 Part I: Objectives 158 Part II: Instructional Activities 159 Part III: Assessment 165 Part IV: Closing Commentary 168 The Learning Question 168 The Instruction Question 168 XIV Detailed Contents CHAPTER 1 1 CHAPTER 12 CHAPTER 13 The Assessment Question 169 The Alignment Question 169 Part V: Closing Questions 169 Parliamentary Acts Vignette 171 Part I: Objectives 171 Part II: Instructional Activities 173 Part III: Assessment 180 Part IV: Closing Commentary 182 The Learning Question 182 The Instruction Question 184 The Assessment Question 184 The Alignment Question 184 Part V: Closing Questions 184 Attachments 186 Volcanoes ? Here? Vignette 190 Part I: Objectives 190 Part II: Instructional Activities 191 Part III: Assessment 201 Part IV: Closing Commentary 205 The Learning Question 205 The Instruction Question 205 The Assessment Question 205 The Alignment Question 205 Part V: Closing Questions 206 Attachments 208 Report Writing Vignette 210 Part I: Objectives 210 Part II: Instructional Activities 213 Part III: Assessment 220 Part IV: Closing Commentary 223 The Learning Question 223 The Instruction Question 223 The Assessment Question 225 The Alignment Question 225 Detailed Contents xv Part V: Closing Questions 226 Attachments 228 chapter 1 4 Addressing Long-Standing Problems in Classroom Instruction 232 Generalizations Related to the Learning Question 234 Using Complex Processes to Facilitate Mastery of Simpler Objectives 234 Choosing Varieties of Knowledge 236 Generalizations Related to the Instruction Question 239 Recognizing Links Between Knowledge Types and Cognitive Processes 239 Differentiating Instructional Activities from Objectives 242 Generalizations Related to the Assessment Questions 245 Using Summative and Formative Assessments 245 Dealing with External Assessments 248 Generalizations Related to the Alignment Question 250 Aligning Assessments with Objectives 250 Aligning Instructional Activities with Assessments 253 Aligning Instructional Activities with Objectives 255 A Final Comment 256 section iv The Taxonomy in Perspective 257 chapter i s The Taxonomy in Relation to Alternative Frameworks 259 Unidimensional Classification Systems 260 Gerlach and Sullivan's Taxonomy of Commonly Taught Behaviors 260 Ausubel and Robinson's Six Hierarchically Ordered Categories 261 Metfessel, Michael, and Kirsner's Synonyms 261 Gagné's Hierarchy of Learning 264 Stahl and Murphy's Domain of Cognition 265 Bruce's Integration of Knowledge with the Other Categories 269 Romizowski's Analysis of Knowledge and Skills 270 Biggs and Collis's SOLO 270 xvi Detailed Contents Quellmalz's Taxonomy of Cognitive Processes 272 Hauenstein's Conceptual Framework for Educational Objectives 272 Reigeluth and Moore's Comparison Framework 274 Multidimensional Classification Systems 274 DeBlock's Three-Dimensional Framework 274 DeCorte's Modification of Guilford's Structure of Intellect Model 275 Ormell's Modification of the Taxonomy 278 Hannah and Michaelis's Comprehensive Framework for Instructional Objectives 279 Williams's Behavioral Typology of Educational Objectives 281 Marzano's Dimensions of Learning 282 Merrill's Component Display Theory 283 Haladyna (1997) and Williams and Haladyna's (1982) Typology for Higher-Level Test Items 284 Similarities of the Revision's Changes to the 19 Alternative Frameworks 286 chapter ie Empirical Studies of the Structure of the Taxonomy 287 Studies of the Cumulative Hierarchy Issue 287 A Weak Empirical Approach to Checking for a Cumulative Hierarchy 288 A Stronger Empirical Approach to Checking for a Cumulative Hierarchy 288 A Meta- Analysis of the Available Intercorrelational Data Among Categories 289 The Ordering of the Evaluation (Evaluate) and Synthesis (Create) Categories 291 Evidence from Structural Linear Equation Modeling Studies 292 In Conclusion 293 chapter 17 Unsolved Problems 295 Relationships Among Curriculum, Instruction, and Assessment 295 Curriculum Concerns 295 Instruction Concerns 297 Assessment Concerns 298 Usefulness of the Framework to Students 299 Detailed Contents xvii Relationship to a Theory of Learning and Cognition 300 Relationships Among the Domains 300 In Closing 301 Appendixes 303 Appendix A: Summary of Changes from the Original Framework 305 Four Changes in Emphasis 305 Four Changes in Terminology 307 Four Changes in Structure 308 The Inclusion of Understanding and the Omission of Problem Solving and Critical Thinking 311 Appendix B: Condensed Version of the Original Taxonomy of Education Objectives: Cognitive Domain 313 Knowledge 313 Intellectual Abilities and Skills 316 Appendix C: Data Used in the Meta- Analysis in Chapter 16 320 References 323 Credits 333 Index 335
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id	DE-604.BV023021960
illustrated	Illustrated
index_date	2024-07-02T19:13:30Z
indexdate	2024-07-09T21:09:11Z
institution	BVB
isbn	0321084055 080131903X
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-016226000
oclc_num	254510484
open_access_boolean
owner	DE-473 DE-BY-UBG
owner_facet	DE-473 DE-BY-UBG
physical	XXIX, 352 S. Ill., graph. Darst.
publishDate	2006
publishDateSearch	2006
publishDateSort	2006
publisher	Longman
record_format	marc
spelling	A taxonomy for learning, teaching, and assessing a revision of Bloom's Taxonomy of educational objectives eds. Lorin W. Anderson ... Complete ed., [Nachdr.] New York [u.a.] Longman 2006 XXIX, 352 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Taxonomie (DE-588)4184546-8 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Lernzielklassifikation (DE-588)4167416-9 gnd rswk-swf Lernen (DE-588)4035408-8 gnd rswk-swf Evaluation (DE-588)4071034-8 gnd rswk-swf Lernzielklassifikation (DE-588)4167416-9 s DE-604 Unterricht (DE-588)4062005-0 s Taxonomie (DE-588)4184546-8 s 1\p DE-604 Evaluation (DE-588)4071034-8 s 2\p DE-604 Lernen (DE-588)4035408-8 s 3\p DE-604 Anderson, Lorin W. Sonstige oth Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016226000&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk
spellingShingle	A taxonomy for learning, teaching, and assessing a revision of Bloom's Taxonomy of educational objectives Taxonomie (DE-588)4184546-8 gnd Unterricht (DE-588)4062005-0 gnd Lernzielklassifikation (DE-588)4167416-9 gnd Lernen (DE-588)4035408-8 gnd Evaluation (DE-588)4071034-8 gnd
subject_GND	(DE-588)4184546-8 (DE-588)4062005-0 (DE-588)4167416-9 (DE-588)4035408-8 (DE-588)4071034-8
title	A taxonomy for learning, teaching, and assessing a revision of Bloom's Taxonomy of educational objectives
title_auth	A taxonomy for learning, teaching, and assessing a revision of Bloom's Taxonomy of educational objectives
title_exact_search	A taxonomy for learning, teaching, and assessing a revision of Bloom's Taxonomy of educational objectives
title_exact_search_txtP	A taxonomy for learning, teaching, and assessing a revision of Bloom's Taxonomy of educational objectives
title_full	A taxonomy for learning, teaching, and assessing a revision of Bloom's Taxonomy of educational objectives eds. Lorin W. Anderson ...
title_fullStr	A taxonomy for learning, teaching, and assessing a revision of Bloom's Taxonomy of educational objectives eds. Lorin W. Anderson ...
title_full_unstemmed	A taxonomy for learning, teaching, and assessing a revision of Bloom's Taxonomy of educational objectives eds. Lorin W. Anderson ...
title_short	A taxonomy for learning, teaching, and assessing
title_sort	a taxonomy for learning teaching and assessing a revision of bloom s taxonomy of educational objectives
title_sub	a revision of Bloom's Taxonomy of educational objectives
topic	Taxonomie (DE-588)4184546-8 gnd Unterricht (DE-588)4062005-0 gnd Lernzielklassifikation (DE-588)4167416-9 gnd Lernen (DE-588)4035408-8 gnd Evaluation (DE-588)4071034-8 gnd
topic_facet	Taxonomie Unterricht Lernzielklassifikation Lernen Evaluation
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016226000&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT andersonlorinw ataxonomyforlearningteachingandassessingarevisionofbloomstaxonomyofeducationalobjectives

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MARC

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