This document discusses Bloom's Taxonomy and its revision, which categorizes different types of learning objectives from simple recall to evaluation. It also discusses essential questions, which spark curiosity and require students to construct their own answers. Finally, it explains Understanding by Design, an instructional framework that begins with identifying desired learning outcomes and designing assessments to measure student understanding.

1. Bloom’s Taxonomy, Essential Questions, and Understanding by Design EDUU552

2. 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 Benjamin Bloom Evaluation Synthesis Analysis Application Comprehension Knowledge

3. 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 Bloom’s Original Taxonomy

4. 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 Thinking Levels

6. Evaluating – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring

7. Analyzing – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating

8. Applying – implementing, carrying out, using, executing

9. Understanding– interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying

10. Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, findingEvaluating Analyzing Applying Understanding Remembering http://uwf.edu/cutla/assessstudent.cfm

11. 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…. Blooming Questions

12. 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… More Blooming Questions

13. 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 Highest Levels of Questioning

14. 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. Framing Essential Questions

15. 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 Essential Questions: EQs

16. 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. Essential Questions

17. 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. Ideal Essential Questions

18. Understanding by Design 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

19. Understanding by Design 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

20. Understanding by Design Worth being familiar with Important to know and do Enduring Understanding Will this lesson lead to enduring understanding?

21. Understanding by Design Assessment Types Traditional quizzes and tests Paper/pencil Selected response Constructed response Performance tasks and projects Open-ended Complex Authentic Worth being familiar with Important to know and do Enduring Understanding Performance tasks and projects need assessments that are more authentic than traditional quizzes and tests.

22. Rubric - a scoring guide for evaluating student performance Allows for a variety of criteria or categories to be evaluated on a sliding rating scale (not subject to one final percentage score as in testing) A way to measure real-life, authentic learning experiences in the classroom Provides a guide for students in determining expectations of assignments Shows students and parents how the teacher is judging student performance Rubrics for Assessment

23. Allows teacher to focus on what expectations he/she have for student work Provides alternative grading system for performance assessment, portfolios, projects, web assignments, etc. Can measure a variety of categories in any content area Teacher can determine criteria and scale - rather than be subject to standardized testing scores. Rubrics for Assessment

24. Clear targets: Provide clear descriptions of specific achievement expectations to be assessed. Measure one or more of the four achievement expectations. Assure that evaluators understand and remain aware of what they are assessing. Focused purpose: Clarify the intended uses of the assessment results. Specify whose information needs the assessment will meet: teachers, curriculum developers, and policymakers. Proper method: Use an assessment method that is suited to the assessment goals (such as essays, direct communication, selected response or extended investigations). PALS Five Features of Good Performance Assessment

25. Sound sampling: Provide a representative sample of all the questions that can be asked. Produce results of maximum quality at minimum cost in time and effort. Yield confident inferences about how the respondent would have done given all possible exercises. Accurate assessment free of bias and distortion: Present sources of inference and error that may have affected the development and implementation of the assessment. Anticipate sources of bias that can create ambiguity in results. PALS Five Features of Good Performance Assessment