Preview of Taxonomy of Teaching Learning and Assessing Workshop, Bangladesh Psychometric Society

3. Learning in Higher Education
it involves
 development of analytical and other intellectual skills,
 the ability to critically deconstruct and evaluate given knowledge, and
the creativity to make new connections and syntheses.
 to acquire practical skills,
 explore, inquire, seek solutions to complex problems,
learn to work in teams and more.
 All these by and large assume direct human engagement – not just
teacher-student interaction, but also peer interactions, including
informal ones.
 Learning often happens through osmosis in social settings.
3

4. Mapping
Curriculum
& Syllabus
Teaching &
Learning
Process
Assessment
W h a t t o t e a c h
( c o n t e n t )
H o w t o a s s e s s
( s t u d e n t l e a r n i n g ) .
H o w t o t e a c h
( k n o w l e d g e d e l i v e r y )
4
D i s c u s s i o n
C o n t e x t

5. 5
T h e l e a r n i n g
e n v i r o n m e n t s t h e
t e a c h e r s c r e a t e ,
a c t i v i t i e s , a n d e x p e r i e n c e
t h e y p r o v i d e s h o u l d b e
a l i g n e d w i t h , o r
b e c o n s i s t e n t w i t h ,
t h e s e l e c t e d o b j e c t i v e s
Objectives are present in virtually all teaching

6. 1
PROGRAMME
COURSE 1 COURSE n
UNIT 1 nUNIT
TOPIC 1 TOPIC n
TEACHING
POINT
TEACHING
POINT n
6
Specific Instructional Objectives
Objectives

7. THE TAXONOMY TABLE
The
Knowledge
Dimension
The Cognitive Process Dimension
1.
Remember
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
A. Factual
Knowledge
B. Conceptual
Knowledge
C. Procedural
Knowledge
D. Meta-Cognitive
Knowledge
Slide # 7
Revised
Bloom’s
Taxonomy

8. Number of variables
Controlled Variable
Uncontrolled variables
Interconnectivity between variables
Cause and Effect
S o l a r S y s t e m
B o h r ’s At o m i c M o d e l

9. 4. Metacognitive Knowledge
Cognition in general as well as
awareness of and knowledge
about one’s own cognition.
Know what you KNOW
Know what you DONOT KNOW
Emphasis on making Professionals more aware
of and responsible for their own knowledge
and thought. (There is no blame)

10. 10

11. 6. Create: Create is putting elements together to form a novel, coherent whole or to
make an original product. It includes Generating, Planning and Producing.
5. Evaluate: Evaluate means making judgements based on criteria and / or standards.
It includes Checking and Critiquing.
4. Analyze: It is breaking material into its constituent parts and determine how the
parts are related to one another as well as to an overall structure or purpose. It
includes Differentiating, Organizing and Attributing.
3. Apply: Apply means carrying out or using a procedure in a given situation. It
includes Executing and Implementing.
2. Understand: It is defines as constructing the meaning of instructional messages,
including oral, written and graphic communication. It includesInterpreting,
Exemplifying, Classifying, Summarizing, Inferring, Comparing and Explaining.
1.Remember: It means to retrieve relevant knowledge from long-term
memory. It includes Recognizing and Recalling.
Lower
Order
Thinking
Skills
Higher
Order
Thinking
Skills
HIERARCHICAL ORDER
Six categories of Cognitive Process Dimension:
11

12. 4. Analyze
4.3. Attributing
Processes of deconstruction in which a
student determines the intensions of
the author of the presented
information
An extension beyond basic understanding
to infer.
Determine the underlying point of view or
intension of the author.
O t h e rs p o i n t o f v i e w
Student Centric Learning
Students Point of view
12

13. 6. Create
6.3. Producing
Inventing a product.
Carry out a plan for
solving a given problem
that meets certain
specifications.
Constructing
To plan research papers on given social topics
To design studies to test various hypothesis
To develop worked out solutions
To describe solution plans
To select solution plans for a given problem
13
Requires 4 types of knowledge

14. Interrupting
Factual Knowledge
Students should be able to define key terms (e.g.
,Resistance) in their own words
Explaining
Conceptual Knowledge
To explain what happens to the rate of current in an
electrical circuit when changes are made in the system (
e.g., two batteries that were connected in serial OR
connected in parallel)
Executing
Procedural Knowledge
To use Ohm’s law to compute the voltage when given the
current (in amperes) and the resistance (in ohms)
Differentiating
Conceptual Knowledge
To determine which information in words problems
involving Ohm’s law (e.g., wattage of light bulb, thickness of
wire, voltage of battery) is needed to determine the
resistance.
Checking
Procedural Knowledge
To determine whether a worked-out problem solution to a
problem involving Ohm’s law is likely to be effective in
solving it.
Critiquing
Metacognitive
Knowledge
To choose a plan solve problem involving Ohm’s law that is
most consistent with his or her current level of
understanding.
Generating
Conceptual Knowledge
To generate alternate ways of increasing the brightness of
the light in a circuit without changing the battery
O h m ’ s L a w Stakeholders
Expectations
E l e c t r i c a l ( c o r e )
E l e c t ro n i c s
I T/ I T E S
M a n u fa c t u r i n g
A u t o m o t i v e
Te a c h i n g
G o v t . S e c t o rs
G AT E
C o m p e t i t i v e E x a m s
How Faculty decide to write Learning Objectives / Learning Outcome of Ohm’s law?
Employability???

15. Evaluate
Same Content
Different
Objectives
Different Instructional
Activities
Different
Outcome
Expected
outcome
Change
Objectives
Change
Activities
15

16. Core values (Culture)
How How the college wants life to be on a day-
to-day basis
Vision (Create)
What Painting a picture of future
Mission (Purpose)
Why Why do we exists?
Synchronization / Mapping / Alignment
Programe Educational
Objectives
Programe Outcomes
Course Learning
Objectives
Course Learning
Outcomes
Course Unit Learning
Objectives
Course Unit Learning
Outcomes
(Syllabus Content)
Lesson Plan Specific
Instructional Objectives
(Syllabus Content)
Lesson Plan
Desired Outcomes
Re g u l a t i n g
A g e n c i e s
U n i v e r s i t y
T h e I n s t i t u t i o n
Stakeholders
Expectations
N o r m s
&
S t d s .

17. 17
D r. N . A s o k a n P h . D
https://www.facebook.com/drnasokan
​https://www.linkedin.com/in/drnasokan
www.slideshare.net/Asokanndr
9 1 - 9 4 4 5 1 9 1 3 6 9
n t v a s o k a n @ g m a i l . c o m
E d u c a t i o n a l L e a d e r,
C o n s u l t a n t ,
Fa c u l t y Tra i n e r
C e r t i f i e d A c c r e d i t o r,
F o r m e r D i r e c t o r, P r i n c i p a l ,
L i fe L o n g S e l f L e a r n e r
Re s o u r c e P e r s o n

18. Free Registration & Certificate @
https://forms.gle/ay3GpSzCF1qQNHc47
M o n d a y, A u g u s t 2 4 , 2 0 2 0
7 : 0 0 - 1 0 : 0 0 p . m . B S T
https://forms.gle/ay3GpSzCF1qQNHc47