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Eq
 

Eq

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    Eq Eq Presentation Transcript

    • EDSU533
      • Taxonomy of Educational Objectives (1956)
      • Various types of learning outcomes within the cognitive domain
        • Objectives could be classified according to type of learner behavior described
        • A hierarchical relationship exists among the various types of outcomes
      Evaluation Synthesis Analysis Application Comprehension Knowledge
      • KNOWLEDGE: define, list, name, memorize
      • COMPREHENSION: identify, describe, explain
      • APPLICATION: demonstrate, use, show, teach
      • ANALYSIS: categorize, compare, calculate
      • SYNTHESIS: design, create, prepare, predict
      • EVALUATION: judge, assess, rate, revise
      • Ask students to demonstrate:
      • Knowledge - recall information in original form
      • Comprehension - show understanding
      • Application - use learning in a new situation
      • Analysis - show s/he can see relationships
      • Synthesis - combine and integrate parts of prior knowledge into a product, plan, or proposal that is new
      • Evaluation - assess and criticize on basis of standards and criteria
    • Remembering Understanding Applying Analyzing Evaluating Creating
      • Creating – designing, constructing, planning, producing, inventing, devising, making
      • Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring
      • Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating
      • Applying – implementing, carrying out, using, executing
      • Understanding – interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
      • Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding
      http:// uwf.edu/cutla/assessstudent.cfm
      • Knowledge or Remembering – Recalling Information
        • Where – What – Who – How many – Point to…
      • Comprehension or Understanding –
        • Tell me in your own words – What does it mean?
        • Give me an example, describe, illustrate
      • Application – Using learning in a new situation
        • What would happen if…? Would you have done the same…? How would you solve this problem?
        • In the library, find information about….
      • Analysis – Ability to see parts/relationships
        • What other ways…? Similar/Different (Venn)
        • Interpretation – What kind of person…? What caused the person to react in this way…? What part was most exciting, sad…?
      • Synthesis – Parts of information to create original whole
        • What would it be like if…? Design, pretend, use your imagination, write a new ending…
      • Evaluation and Synthesis
      • Judgment based on Criteria
      • Literature
        • Would you recommend this book – WHY or WHY not?
        • Select the best – WHY?
        • Which person in history would you most like to meet – and WHY?
        • Is the quality good or bad? WHY?
        • Could this story have happened? WHY?
      • Creating at top of revised Bloom’s Taxonomy - Innovation
      • Essential Questions at the top of Bloom’s Taxonomy
        • Create - innovate
        • Evaluate – make a thoughtful choice between options, with the choice based on a clearly stated criteria
        • Synthesize – invent a new or different version
        • Analyze – develop a thorough and complex understanding through skillful questioning.
      • Spark our curiosity and sense of wonder
        • Desire to understand
        • Something that matters to us
      • Answers to EQs can NOT be found
        • Students must construct own answers
        • Make their own meaning from information they have gathered
        • Create insight
      • Answering such questions may take a lifetime!
      • Answers may only be tentative
      • Information gathering may take place outside of formal learning environments
      • Engage students in real life applied problem solving
      • EQ lend themselves to multidisciplinary investigations.
      • Framed by students themselves
      • Best to start with subsidiary questions that might help support the main question
      • Formulate categories of related questions
      • “ What else do we need to know?
      • State suppositions
        • Hypothesizing and Predicting
        • Thought process helps provide a basis for construction of meaning.
      • What are the big ideas?
          • Core concepts
          • Focusing themes
          • On-going debates/issues
          • Insightful perspectives
          • Illuminating paradox/problem
          • Organizing theory
          • Overarching principle
          • Underlying assumption
      • What’s the evidence?
      • How do we get there?
      Enduring Understanding
      • Desired Results: What will the student learn?
      • Acceptable Evidence: How will you design an assessment that accurately determines if the student learned what he/she was supposed to learn?
      • Lesson Planning: How do you design a lesson that results in student learning?
      Identify desired results Determine acceptable evidence Plan learning experiences and instruction
    • Will this lesson lead to enduring understanding? Worth being familiar with Important to know and do Enduring Understanding
      • Assessment Types
        • Traditional quizzes and tests
          • Paper/pencil
            • Selected response
            • Constructed response
        • Performance tasks and projects
          • Open-ended
          • Complex
          • Authentic
      Performance tasks and projects need assessments that are more authentic than traditional quizzes and tests. Worth being familiar with Important to know and do Enduring Understanding