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Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that lean more towards skills rather than content. [8] [9] These educators view content as a vessel for teaching skills. The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including application ...
Content and performance expectations are based primarily on what was taught in the past to students of a given age of 12-18. The goal of this education was to present the knowledge and skills of an older generation to the new generation of students, and to provide students with an environment in which to learn.
The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. [8] Assessment can be divided for the sake of convenience using the following categorizations: Placement, formative, summative and diagnostic assessment; Objective and subjective
The original version of Bloom's taxonomy (published in 1956) defined a cognitive domain in terms of six objectives.. B. F. Skinner's 1954 article "The Science of Learning and the Art of Teaching" suggested that effective instructional materials, called programmed instructional materials, should include small steps, frequent questions, and immediate feedback; and should allow self-pacing. [10]
Summative assessment can be used to refer to assessment of educational faculty by their respective supervisor with the aim of measuring all teachers on the same criteria to determine the level of their performance. In this context, summative assessment is meant to meet the school or district's needs for teachers' accountability.
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
[5] [6] One can equate aims to intended learning outcomes and objectives to measured learning outcomes. A third category of learning outcome is the unintended learning outcome which would include beneficial outcomes that were neither planned nor sought but are simply observed.
Feedback in micro-teaching is critical for teacher-trainee improvement. It is the information that a student receives concerning their attempts to imitate certain patterns of teaching. The built-in feedback mechanism in micro-teaching acquaints the trainee with the success of their performance and enables them to evaluate and to improve teaching.