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knowledge_assessment:learning_outcomes [2012/05/15 12:58]
jpetrovic [Revised Bloom's taxonomy]
knowledge_assessment:learning_outcomes [2012/05/15 15:35] (current)
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 ^^  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. ​ |
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 +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.txt · Last modified: 2012/05/15 15:35 (external edit)