Objective and Subjective Assessment

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Discussion:

Objective and Subjective Assessment | Origin: EL106

Mike Oden

Our course doesn’t give us too much information about Bloom's Taxonomy, but it mentions it multiple times, so I reviewed several papers/articles. Below is information on the revised taxonomy. The information that I gathered is by Patricia Armstrong, former Assistant Director, Center for Teaching. The paper has a lot of important information on both Bloom's Taxonomy and the Revised Taxonomy.

The Revised Taxonomy (2001)

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember
- Recognizing
- Recalling
Understand
- Interpreting
- Exemplifying
- Classifying
- Summarizing
- Inferring
- Comparing
- Explaining
Apply
- Executing
- Implementing
Analyze
- Differentiating
- Organizing
- Attributing
Evaluate
- Checking
- Critiquing
Create
- Generating
- Planning
- Producing

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge
- Knowledge of terminology
- Knowledge of specific details and elements
Conceptual Knowledge
- Knowledge of classifications and categories
- Knowledge of principles and generalizations
- Knowledge of theories, models, and structures
Procedural Knowledge
- Knowledge of subject-specific skills and algorithms
- Knowledge of subject-specific techniques and methods
- Knowledge of criteria for determining when to use appropriate procedures
Metacognitive Knowledge
- Strategic Knowledge
- Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
- Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Our course doesn’t give us too much information about Bloom's Taxonomy, but it mentions it multiple times, so I reviewed several papers/articles. Below is information on the revised taxonomy. The information that I gathered is by Patricia Armstrong, former Assistant Director, Center for Teaching. The paper has a lot of important information on both Bloom's Taxonomy and the Revised Taxonomy. The Revised Taxonomy (2001) The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge: <ul> <li> Remember <ul> <li> Recognizing </li> <li> Recalling </li> </ul> </li> <li> Understand <ul> <li> Interpreting </li> <li> Exemplifying </li> <li> Classifying </li> <li> Summarizing </li> <li> Inferring </li> <li> Comparing </li> <li> Explaining </li> </ul> </li> <li> Apply <ul> <li> Executing </li> <li> Implementing </li> </ul> </li> <li> Analyze <ul> <li> Differentiating </li> <li> Organizing </li> <li> Attributing </li> </ul> </li> <li> Evaluate <ul> <li> Checking </li> <li> Critiquing </li> </ul> </li> <li> Create <ul> <li> Generating </li> <li> Planning </li> <li> Producing </li> </ul> </li> </ul> In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition: <ul> <li> Factual Knowledge <ul> <li> Knowledge of terminology </li> <li> Knowledge of specific details and elements </li> </ul> </li> <li> Conceptual Knowledge <ul> <li> Knowledge of classifications and categories </li> <li> Knowledge of principles and generalizations </li> <li> Knowledge of theories, models, and structures </li> </ul> </li> <li> Procedural Knowledge <ul> <li> Knowledge of subject-specific skills and algorithms </li> <li> Knowledge of subject-specific techniques and methods </li> <li> Knowledge of criteria for determining when to use appropriate procedures </li> </ul> </li> <li> Metacognitive Knowledge <ul> <li> Strategic Knowledge </li> <li> Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge </li> <li> Self-knowledge </li> </ul> </li> </ul> Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

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