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Welcome to video number two for the fourth module of assessment
for the UOIT AEDT program's
Adult Learning in a Digital Context course.
In this video we will –
examine the items you see before you on the screen.
So before we begin,
take a few moments, pause the video,
and consider this same question you considered in the last video,
but this time, you have a little bit more knowledge.
This slide is simply a recap
of our work on learning objectives thus far.
Take a moment to pause and review, if necessary.
Let's revisit Bloom's original taxonomy,
but not as in the flower, but as in Benjamin Bloom.
We met him in the last video. Hi Benjamin!
You'll recall that in 1956, he edited the first volume
of the Taxonomy of Educational Objectives –
The Classification of Educational Goals,
a handbook to which his colleagues also contributed.
So this is the original taxonomy,
which served as a schema
to classify educational goals and objectives.
So this is where we left off in the last video.
Hopefully, you have read the Krathwohl paper
and considered the differences between the original taxonomy
and this revised work put forth by Anderson, Krathwohl, and colleagues
almost 45 years after the original taxonomy work.
Well, the revised version is multi-dimensional,
focusing on the types of knowledge in this dimension,
and the cognitive processes in this dimension.
If we compare to the original hierarchical format,
there are several differences.
Let's first focus on the cognitive processes.
We will examine this cognitive process dimension
through a series of questions.
Take a moment to read through the questions.
What is a taxonomy?
Well, it refers to a classification of entities,
and sometimes in a hierarchical manner.
Initial thinking behind the original Bloom's taxonomy
approached classifying educational outcomes in that manner.
Pause and consider what cognitive processes
this type of question represents.
If you selected remembering, you are correct.
It refers to remembering or recalling learned materials,
facts, terms, and basic concepts.
To what does Bloom's taxonomy refer?
Well, as we discussed earlier,
Bloom's taxonomy refers to more than just a way
to measure educational objectives.
Again, if you have not yet read the Krathwohl paper,
please do so now, and pause the video to recap
what Bloom himself thought might be achieved
with the taxonomy.
So what type of question does this represent?
The original taxonomy would categorize this as comprehension,
but we will use the revised taxonomy,
and this represents understanding.
Understanding is based on determining meaning
of the facts, ideas, or concepts.
So understanding is different from remembering
that three times five is fifteen.
To demonstrate understanding would mean that one makes meaning
that three times five really represents
three groups of five, and that the total is fifteen.
How do we incorporate Bloom's taxonomy into our assessments
and general planning of learning?
Well, we could use the resources that you hopefully read,
and discovered tools to assist you in selecting appropriate wording
that assists you in identifying what you hope your students will know
or be able to do by the end of the course.
Alternatively, we can use the resources to consider instruction.
Imagine learning experiences where you are only posing questions
that reflect remembering or understanding.
How might you encourage higher order thinking?
How about asking students to apply a concept to a new situation?
Which is exactly what this type of question represents.
Applying refers to taking new knowledge or skills
and using the new knowledge, and/or skills, in new situations
to hopefully solve a problem of some sort.
Consider how these individual questions on this PowerPoint slide
are different or the same from the others.
Hopefully you've figured out that the questions on these slides
reflect the various cognitive processes
within the revised taxonomy table.
And what type of question does this particular question represent?
Because this question is asking you
to consider the various concepts we have discussed thus far,
into smaller components for the purpose of comparing,
this could be considered an analyzing type of question.
It is addressing higher cognitive processes,
and it nudges students to move beyond recall or recognition.
So what do you think?
What kind of learning would happen if Bloom's was not considered?
What type of questions, or tasks, or assessments,
might we tend to incorporate?
By incorporating revised Bloom's into our learning objectives,
assessments, and instruction,
we hopefully create richer learning experiences
as compared to learning experiences
that might simply incorporate recall of information
without context.
This type of question could be considered
to be evaluative in nature
because you are discriminating between ideas and making a decision.
You are reasoning, judging.
Again, one might argue it might be application,
however, the word "determine"
implies that some type of reasoning will occur.
Hopefully you realize that each of the questions
you have considered in this video have a place and reason.
When scaffolding learning experiences,
aim for higher order thinking.
However, there will be times when remembering
or understanding is more appropriate.
This type of question, once again,
represents an evaluative type of question
because you are asked to make a judgement.
So if I asked you to design a task
that represents the "creating" level of cognitive processes,
this would represent creating.
And the reason it is creating
is because you would need to pull the elements
of what you have learned to make something new.
So now let's look at the knowledge dimension,
a new addition to the revised taxonomy.
This refers to the kind of knowledge to be learned,
or the knowledge dimension.
So the revised work refers to both the kind of knowledge
and the processes used to learn,
or the cognitive processes.
Before we go forward, pause the video
and think about how these types of knowledge might be described.
Consider the differences between the following types of knowledge.
Also review the Krathwohl paper and the other resources for this week
for a deeper explanation.
There are specific examples of how to use the table
on two of the websites listed, so please take a look.
So let's try to identify the different types of knowledge
based on the knowledge dimension.
What type of knowledge
might the knowledge of a learning objective represent?
This is factual because it has to do with terminology
and general vocabulary related to planning
the learning experiences.
What about this?
What type of knowledge might this represent and why?
Please feel free to pause, and go back and review
the types of knowledge frame.
This was intended to be conceptual
because it refers to knowledge of a planning framework.
Planning with the end in mind requires knowledge
of how the basic elements, such as learning objectives,
assessment, instruction,
fit together within this model of planning.
What about summative assessment?
What type of knowledge does this represent?
Once again, this reflects actual knowledge,
because this refers to basic terminology
or element of a particular subject area.
What about this?
Now this is tricky because we already talked about
the model of backwards design,
but in this case, the intention
of this example of knowledge is procedural
because it is referring to knowing how to do something.
It is tricky because it is somewhat out of context.
However, if the knowledge has to do with how to do something,
a technique, or a method,
then it could be a type of procedural knowledge.
What type of knowledge does this represent and why?
Again, it is out of context,
but where might this type of knowledge best fit and why?
Yes, it is meta-cognitive
because it reflects knowledge of one's own cognition,
or what one knows.
"Meta" refers to thinking about thinking.
Pause the video and read this example.
Now let's start with the cognitive process
this task represents.
Well, editing involves some type of judgement or evaluation.
If Mr. Learner is going to evaluate Ms. Learner's assessment plan
before she submits it,
what type of knowledge does he have to have?
Pause and take a look back at the video
or taxonomy table to help you.
Okay, hopefully, you'll see
that if Mr. Learner is going to evaluate,
then he will need to have an awareness of the criteria
to evaluate Ms. Learner's plan.
Knowledge of how the criteria fit together
would be conceptual.
So let's use the revised taxonomy.
Again, in the original taxonomy,
we only considered the cognitive processes.
However, the revised version
asks us to consider both cognitive process in this dimension
but also the types of knowledge within this dimension.
So, Mr. Learner was editing or making a judgement
which could be "evaluate."
In order to evaluate,
he would need to have an understanding of the criteria
which would be conceptual in nature
because it requires putting the factual elements together.
We can place this example here.
Pause to take a moment and think about this and why.
Why and how would we use this table
in planning learning objectives and instructional experiences?
So please consider the following questions.
So to recap, this video addressed the revised taxonomy table,
which evolved from Bloom's original taxonomy.
Thanks for watching.
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