By Bloom. Benjamin S.
March 1969 up to date model.
Read Online or Download Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain PDF
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Extra resources for Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain
Knowledge of the criteria by which facts, principles, opinions, and conduct are tested or judged. -- Here again is a systematization which is found useful by workers attacking the problems of a field. Students may be expected to make use of the criteria as well as to have a knowledge of them. 00 - Evaluation. The criteria will vary markedly from field to field. They are likely to appear complex and abstract to students and to acquire meaning only as they are related to concrete situations and problems.
All this is to say that the reader should not be overly frustrated at encountering and attempting to deal with educational objectives which are so broad that little can be done with them as far as classification is concerned. He should also recognize that at this level of generality little can be done with them as far as specific problems of curriculum and evaluation are concerned. Nevertheless, it is repeated that such broad aims are useful in pointing up general policy and directions for curriculum development.
3. He was energetic indifferent. 4. He was energetic indifferent. and ambitious, his brother and ambitious, but his brother and ambitious, as his brother and ambitious, and his brother Directions: Select from the several choices ing items the one which you consider best. 11. A sodium ion differs from a sodium atom in that A- it is an isotope of sodium. B- it is more reactive. C- it has a positive charge on its nucleus. D- it exists only in solution. E- it has fewer electrons. Directions: Blacken the answer which is earliest in date.