User Tools

Site Tools


knowledge_assessment:learning_outcomes

Differences

This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revision Previous revision
Next revision
Previous revision
knowledge_assessment:learning_outcomes [2012/05/15 12:53]
jpetrovic [Revised Bloom's taxonomy]
knowledge_assessment:learning_outcomes [2023/06/19 18:03] (current)
Line 31: Line 31:
  
 ^^  ^  Type  ^^  Definition ​ ^  Examples ​ ^ ^^  ^  Type  ^^  Definition ​ ^  Examples ​ ^
-^^  1.  ^  Declarative knowledge ​ ^  Factual knowledge ​ |The knowledge of **facts or the basic elements** students must know to be acquainted with a discipline or solve problems in it.  |Technical vocabulary ("//​What ​is a keyboard?//"​), chemical ​elements ("//Which chemical element is represented by symbol ​Au?//)colors (//Which color is [[knowledge_assessment:​learning_outcomes|this ​text]]?//, numbers (//What is the symbol ​commonly used for number ​five?//)trees (//State latin names of at least three fastest growing trees?//)formulas (//​Define ​the quadratic formula?//)cities ("//​What is the capital of Azerbajdan?"//)dates and time ("//In what year did the U.S. gain independence?"//).   | +^^  1.  ^  Declarative knowledge ​ ^  Factual knowledge ​ |The knowledge of **facts or the basic elements** students must know to be acquainted with a discipline or solve problems in it.  |Knowhedge that a a keyboard ​is a computer devicethat chemical ​symbol ​//​Au// ​represents goldthat [[knowledge_assessment:​learning_outcomes|this ​color]] is called green, that //7// is the symbol for number ​7knowledge of names of three fastest growing trees, ​knowledge of the definition of the quadratic formula, ​knowledge that hte capital of Azerbajdan ​is Bakuknowledge that the U.S. gained ​independence ​in 1776.   | 
-^^  2.  ^  :::  ^  Conceptual knowledge ​ |Conceptual knowledge reffers to **patterns and interrelationships** among the basic elements within a larger structure that enable them to function together. ​ |Knowledge of categories like cars, dogs or rock music. Knowledge about similarities and patterns in factual knowledge elements, for example forms of business ownership. ​ |+^^  2.  ^  :::  ^  Conceptual knowledge ​ |Conceptual knowledge reffers to **patterns and interrelationships** among the basic elements within a larger structure that enable them to function together. ​ |Knowledge of categories ​(concepts) ​like cars, dogs or rock music. Knowledge about similarities and patterns in factual knowledge elements, for example forms of business ownership. ​ |
 ^^  3.  ^  Procedural knowledge ​ ||How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. ​ |[[http://​mason.gmu.edu/​~mmankus/​whole/​base10/​asmdb10.htm|Whole-number division algorithm]],​ [[http://​en.wikipedia.org/​wiki/​Greedy_algorithm|greedy algorithm]],​ [[http://​jurnalinternasional.files.wordpress.com/​2011/​01/​dpsequencing.pdf|Held–Karp algorithm]],​ [[http://​www.coop.eng.umd.edu/​documents/​handouts_2005/​7Interviewing%20Techniques.pdf|interviewing techniques]],​ [[http://​math.berkeley.edu/​~shaowei/​math1b/​finformula.pdf|differential equation solving techniques]],​ [[http://​en.wikipedia.org/​wiki/​Gaze_heuristic|gaze heuristic]],​ [[http://​en.wikipedia.org/​wiki/​Similarity_heuristic|similarity heuristic]]. ​ | ^^  3.  ^  Procedural knowledge ​ ||How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. ​ |[[http://​mason.gmu.edu/​~mmankus/​whole/​base10/​asmdb10.htm|Whole-number division algorithm]],​ [[http://​en.wikipedia.org/​wiki/​Greedy_algorithm|greedy algorithm]],​ [[http://​jurnalinternasional.files.wordpress.com/​2011/​01/​dpsequencing.pdf|Held–Karp algorithm]],​ [[http://​www.coop.eng.umd.edu/​documents/​handouts_2005/​7Interviewing%20Techniques.pdf|interviewing techniques]],​ [[http://​math.berkeley.edu/​~shaowei/​math1b/​finformula.pdf|differential equation solving techniques]],​ [[http://​en.wikipedia.org/​wiki/​Gaze_heuristic|gaze heuristic]],​ [[http://​en.wikipedia.org/​wiki/​Similarity_heuristic|similarity heuristic]]. ​ |
 ^^  4.  ^  Metacognitive knowledge ​ ||Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition(([[http://​www.jstor.org/​stable/​1477406|Pintrich,​ Paul R. The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice 41, no. 4: 219-225, October 2002.]])). ​ |Knowledge of outlining as a means of capturing the structure of a unit subject matter in a textbook, knowledge of the use of heuristics, knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks. ​ | ^^  4.  ^  Metacognitive knowledge ​ ||Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition(([[http://​www.jstor.org/​stable/​1477406|Pintrich,​ Paul R. The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice 41, no. 4: 219-225, October 2002.]])). ​ |Knowledge of outlining as a means of capturing the structure of a unit subject matter in a textbook, knowledge of the use of heuristics, knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks. ​ |
 +
 +Note that [[knowledge_assessment:​types_if_knowledge|other suggestions of knowledge types]] exist as well.
  
 The taxonomy itself was subjected to some changes. Those changes include the changes in the terminology of the learning outcomes and in adding a second dimension of mentioned knowledge types to the taxonomy. The new taxonomy is therefore two dimensional and consists of four types of knowledge on one axis and six types of cognitive processes (learning outcomes) that can be performed on them(([[http://​findarticles.com/​p/​articles/​mi_m0NQM/​is_4_41/​ai_94872707/​|Krathwohl,​ David R. A Revision of Bloom’s Taxonomy: An Overview. Theory into practice 41, no. 4, Autumn 2002.]]))(([[http://​books.google.hr/​books?​id=JPkXAQAAMAAJ|L. W. Anderson, D. R. Krathwohl, and B. S. Bloom, A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longman, 2001.]])): The taxonomy itself was subjected to some changes. Those changes include the changes in the terminology of the learning outcomes and in adding a second dimension of mentioned knowledge types to the taxonomy. The new taxonomy is therefore two dimensional and consists of four types of knowledge on one axis and six types of cognitive processes (learning outcomes) that can be performed on them(([[http://​findarticles.com/​p/​articles/​mi_m0NQM/​is_4_41/​ai_94872707/​|Krathwohl,​ David R. A Revision of Bloom’s Taxonomy: An Overview. Theory into practice 41, no. 4, Autumn 2002.]]))(([[http://​books.google.hr/​books?​id=JPkXAQAAMAAJ|L. W. Anderson, D. R. Krathwohl, and B. S. Bloom, A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longman, 2001.]])):
knowledge_assessment/learning_outcomes.1337079223.txt.gz · Last modified: 2023/06/19 17:49 (external edit)