knowledge_assessment:learning_outcomes
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knowledge_assessment:learning_outcomes [2012/05/15 12:44] jpetrovic [Revised Bloom's taxonomy] |
knowledge_assessment:learning_outcomes [2012/05/15 12:53] jpetrovic [Revised Bloom's taxonomy] |
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| ^^ 1. ^ Declarative knowledge ^ Factual knowledge |The knowledge of **facts or the basic elements** students must know to be acquainted with a discipline or solve problems in it. |Technical vocabulary ("//What is a keyboard?//"), chemical elements ("//Which chemical element is represented by symbol Au?//), colors (//Which color is [[knowledge_assessment:learning_outcomes|this text]]?//, numbers (//What is the symbol commonly used for number five?//), trees (//State latin names of at least three fastest growing trees?//), formulas (//Define the quadratic formula?//), cities ("//What is the capital of Azerbajdan?"//), dates and time ("//In what year did the U.S. gain independence?"//). | | ^^ 1. ^ Declarative knowledge ^ Factual knowledge |The knowledge of **facts or the basic elements** students must know to be acquainted with a discipline or solve problems in it. |Technical vocabulary ("//What is a keyboard?//"), chemical elements ("//Which chemical element is represented by symbol Au?//), colors (//Which color is [[knowledge_assessment:learning_outcomes|this text]]?//, numbers (//What is the symbol commonly used for number five?//), trees (//State latin names of at least three fastest growing trees?//), formulas (//Define the quadratic formula?//), cities ("//What is the capital of Azerbajdan?"//), dates and time ("//In what year did the U.S. gain independence?"//). | | ||
| ^^ 2. ^ ::: ^ Conceptual knowledge |Conceptual knowledge reffers to **patterns and interrelationships** among the basic elements within a larger structure that enable them to function together. |Knowledge of categories like cars, dogs or rock music. Knowledge about similarities and patterns in factual knowledge elements, for example forms of business ownership. | | ^^ 2. ^ ::: ^ Conceptual knowledge |Conceptual knowledge reffers to **patterns and interrelationships** among the basic elements within a larger structure that enable them to function together. |Knowledge of categories like cars, dogs or rock music. Knowledge about similarities and patterns in factual knowledge elements, for example forms of business ownership. | | ||
| - | ^^ 3. ^ Procedural knowledge ||How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. |Whole-number division algorithm, interviewing techniques, differential equation solving techniques, gaze heuristic. | | + | ^^ 3. ^ Procedural knowledge ||How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. |[[http://mason.gmu.edu/~mmankus/whole/base10/asmdb10.htm|Whole-number division algorithm]], [[http://en.wikipedia.org/wiki/Greedy_algorithm|greedy algorithm]], [[http://jurnalinternasional.files.wordpress.com/2011/01/dpsequencing.pdf|Held–Karp algorithm]], [[http://www.coop.eng.umd.edu/documents/handouts_2005/7Interviewing%20Techniques.pdf|interviewing techniques]], [[http://math.berkeley.edu/~shaowei/math1b/finformula.pdf|differential equation solving techniques]], [[http://en.wikipedia.org/wiki/Gaze_heuristic|gaze heuristic]], [[http://en.wikipedia.org/wiki/Similarity_heuristic|similarity heuristic]]. | |
| ^^ 4. ^ Metacognitive knowledge ||Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition(([[http://www.jstor.org/stable/1477406|Pintrich, Paul R. The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice 41, no. 4: 219-225, October 2002.]])). |Knowledge of outlining as a means of capturing the structure of a unit subject matter in a textbook, knowledge of the use of heuristics, knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks. | | ^^ 4. ^ Metacognitive knowledge ||Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition(([[http://www.jstor.org/stable/1477406|Pintrich, Paul R. The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice 41, no. 4: 219-225, October 2002.]])). |Knowledge of outlining as a means of capturing the structure of a unit subject matter in a textbook, knowledge of the use of heuristics, knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks. | | ||
knowledge_assessment/learning_outcomes.txt · Last modified: 2023/06/19 18:03 (external edit)
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