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New Taxonomy Level
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Operation
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General Form of Objectives
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Level 6: Self-System Thinking
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Examining Importance
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The student will be able to identify how important the information, mental procedure, or psychomotor procedure is to him or her and the reasoning underlying this perception.
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Examining Efficancy
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The student will be able to identify beliefs about his or her ability to improve competence or understanding relative to the information, mental procedure, or psychomotor procedure and the reasoning underlying this perception.
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Examining Emotional Response
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The student will be able to identify his or her emotional responses to the information, mental procedure, or psychomotor procedure and the reasons for these responses.
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Examining Motivation
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The student will be able to identify his or her overall level of motivation to improve competence or understanding relative to the information, mental procedure, or psychomotor procedure and the reasons for this level of motivation.
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Level 5: Metacognition
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Specifiying Goals
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The student will be able to establish a goal relative to the information, mental procedure, or psychomotor procedure and a plan for accomplishing that goal.
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Process Monitoring
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The student will be able to monitor progress toward the accomplishment of a specific goal relative to the information, mental procedure, or psychomotor procedure.
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Monitoring Clarity
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The student will be able to determine the extent to which he or she has clarity about the information, mental procedure or psychomotor procedure.
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Monitoring Accuracy
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The student will be able to determine the extent to which he or she is accurate about the information, mental procedure, or psychomotor procedure.
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Level 4: Knowledge Utilization
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Decision Making
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The student will be able to use the information mental procedure, or psychomotor procedure to make decisions or make decisions about the information, mental procedure, or psychomotor procedure.
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Problem Solving
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The student will be able to use the information mental procedure, or psychomotor procedure to solve problems or solve problems about the information, mental procedure, or psychomotor procedure. |
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Experimenting
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The student will be able to use the information mental procedure, or psychomotor procedure to generate and test hypotheses or generate and test hypotheses about the information, mental procedure, or psychomotor procedure.
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Investigating
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The student will be able to use the information mental procedure, or psychomotor procedure to conduct investigations or conduct investigations about the information, mental procedure, or psychomotor procedure.
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Level 3: Analysis
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Matching
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The student will be able to identify important similarities and differences relative to the information mental procedure, or psychomotor procedure.
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Classifying
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The student will be able to identify superordinate and subordinate categories relative to the information mental procedure, or psychomotor procedure.
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Analyzing Errors
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The student will be able to identify important errors in the presenation or use of the information mental procedure, or psychomotor procedure.
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Generalizing
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The student will be able to construct new generalizations or principles based on the information mental procedure, or psychomotor procedure.
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Specifying |
The student will be able to identify logical consequences of the information mental procedure, or psychomotor procedure.
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Level 2: Comprehension
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Integrating |
The student will be able to identify the basic structure of the information, mental procedure, or psychomotor procedure and the critical as opposed to the noncritical characteristics.
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Symbolizing
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The student will be able to construct an accurate symbolic represenation of the information, mental procedure, or psychomotor procedure differentiating critical and noncritical elements.
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Level 1: Retrieval
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Recognizing
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The student will be able to validate correct statements about features of information (but not necessarily understand the structure of the knowledge or differentiate critical and noncritical components).
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Recalling
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The student will be able to produce features of information (but not necessarily understand the structure of the knowledge or differentiate critical and noncritical components).
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Executing
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The student will be able to perform a procedure without significant error (but not necessarily understand how and why the procedure works).
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