Taxonomy for Learning, Teaching, and Assessing, A (Paperback)
Language: English
Published by Pearson Education Limited, Harlow, 2013
- Softcover
- New
Seller: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
AbeBooks seller since June 22, 2007
Condition: New
£ 122.21
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Add to basketItem description from seller
Paperback. Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…
Seller Inventory # 9781292042848
- Title
- Taxonomy for Learning, Teaching, and Assessing, A (Paperback)
- Author
- James Raths
- Publisher
- Pearson Education Limited, Harlow
- Publication year
- 2013
- Condition
- new
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1292042842
- ISBN 13
- 9781292042848
Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives.
"Synopsis" may belong to another edition of this title.
About the Author
Dr. Lorin W. Anderson is a Carolina Distinguished Professor at the University of South Carolina where he has served on the faculty since 1973. He has written extensively in the areas of classroom instruction and school learning, educational programs for economically disadvantaged children and youth, and testing and assessment. In addition to this title, he has authored Bloom's Taxonomy: A Forty-Year Retrospective (1994), A Handbook for Teacher Leadership (1995), and the International Encyclopeida of Teaching and Teacher Education, Second Edition (1995)
"About the title" may belong to another edition of this title.
AussieBookSeller
Truganina, VIC, Australia
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