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The idea of interlacing Bloom's Taxonomy and Webb's Depth-of-Knowledge to create a new tool for measuring curricular quality was completed in 2005 by Karin Hess of the National Center for Assessment, producing a 4 X 6 matrix (the Cognitive Rigor Matrix or Hess Matrix) for categorizing the Bloom's Taxonomy and Webb's Depth-of-Knowledge levels ...
The MDL is a three-stage model, with each phase characterized by particular configurations of knowledge, interest, and strategic processing. The first stage, acclimation, exemplifies learners with limited domain and topic knowledge, where domain knowledge refers to the breadth of knowledge within a field and topic knowledge to the depth of ...
Think of a person having some level of knowledge/experience in 15 knowledge areas. That person may have a very high competency (score 5) in 3 areas, a medium level of competency (score 3) in 5 areas an introductory level of competency (score 1) in 4 areas and no competency (score 0) in 3 areas. This creates an area under the curve of 34.
The Motley Fool talks with Qualtrics CEO Ryan Smith, one of Forbes' "Most Promising CEOs Under 35." Ryan's online data collection and analysis platform has enjoyed meteoric growth and success in ...
The depth of knowledge in an elucidation predominantly reflects how well the individual can construct a logical justification for their solution with regards to detail. In contrast, breadth of knowledge would express how well the individual can come up with a variety of solutions for the same problem.
Breadth refers to comprehensiveness, extension and diversity of knowledge. It is contrasted with the idea of narrowness, specialization, and the restriction of one's expertise to a limited domain. The possession of comprehensive knowledge at very disparate areas is a hallmark of the greatest polymaths. [32]
With accumulating information and discoveries, the time to digest and improve on extant knowledge takes longer. Similarly, frontiers of knowledge advance at an overall increasing rate and are shifting over time. The "burden of knowledge" refers to the difficulty of catching up with this evolving knowledge frontier. [1]
Humanities double majors, for example, see no difference in breadth exposure regardless of whether their second major is similar or dissimilar. This provides a stark contrast to social and natural science double majors who see a negative impact to hyper-specialization in terms of acquiring a broad range of knowledge. [12] [verification needed]