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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