New Taxonomy

New Taxonomy: Designing and Assessing Educational Objectives From Marzano and Kendall, Designing & Assessing Educational Objectives. Thousand Oaks, CA: Corwin Press, 2008. New Taxonomy Level 1. Retrieval

Operation/Processes Recognize

Recall

Execute

Action verbs/terms Recognize Select from a list Identify from a list Determine if the following statements are true Recall Exemplify Name List Label State Describe who, what, where, when Add, subtract, multiply, divide Apply Demonstrate Draft Complete Make Solve Read Use Write

Assessments/Tasks Forced-choice formats: Traditional multiple choice Matching Alternative choice True or false Multiple response Written and oral constructed response formats Fill-in-the-blanks

Written and oral constructed response Forced-choice formats with mental skills

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com

2. Comprehension

Integrate

Symbolize

Describe how or why or both Describe the key parts Describe the effects Describe the relationship between Explain ways in which Make connections between Paraphrase Summarize Depict Represent Illustrate Draw Show Use models Diagram Chart

Written or oral response

Pictures Charts Graphs Graphic organizers: Concept map Timeline

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com

3. Analysis

Match

Classify

Analyze errors

Generalize

Specify

Compare and contrast Categorize Differentiate Discriminate Distinguish Sort Create an analogy Create a metaphor Organize Sort Identify a broader context Identify different types Identify problems Identify issues Identify misunderstandings Assess Critique Diagnose Evaluate Edit Revise What conclusions can be drawn What inferences can be made Create a generalization Create a principle Create a rule Trace the development of Form conclusions Make and defend Predict Judge

Short written oral response Graphic organizers: Sentence stem Venn Diagram Double Bubble Comparison matrix Analogy Metaphor Short written oral response Graphic organizers: Subordinate categories graph or concept map Short written oral response Provide sample – students critique

Short written oral response Graphic organizers: Generalizing matrix

Short written oral response

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com

4. Knowledge utilization

Decide

Problem solve

Experiment

Investigate

Deduce What would have to happen Develop an argument for Under what conditions Select the best among the following alternatives Which among the following would be the best What is the best way Which of these is most suitable How would you overcome Adapt Develop a strategy to Figure out a way to How will you reach your goal under these conditions Generate and test Test the idea that What would happen if How would you test that How would you determine if How can this be explained Based on the experiment, what can be predicted Research Find out about Take a position on What are the differing features of How did this happen Why did this happen What would happen if

Short or extended written or oral constructed-response format Graphic organizers: Decision-making matrix Short or extended written or oral constructed-response format

Short or extended written or oral constructed-response format

Short or extended written or oral constructed-response format

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com

5. Metacognitive System

Set goals Monitor process

Monitor clarity

Monitor accuracy

6. Self-System

Examine importance

Examine efficacy

Examine emotional response

Examine motivation

What would you like to accomplish Identify something you want to Evaluate Determine how well Determine how effectively What are you clear about What are you unclear about How could you better understand About what do you believe you are accurate? About what do you believe you might be inaccurate How important is it to you Why do you think it might be important Can you provide some reasons why it is important How logical is your thinking Can you improve How well do you think you can do How well can you learn How good are you at How logical is your thinking What are your feelings about What is the logic underlying these feelings How reasonable is your thinking How interested are you How motivated are you How would you explain your level of interest How reasonable is your thinking

Graphic organizer: Specifying goals Short or extended written or oral constructed-response format Short or extended written or oral constructed-response format Short or extended written or oral constructed-response format

Short or extended written or oral constructed-response format

Short or extended written or oral constructed-response format

Short or extended written or oral constructed-response format

Graphic organizer: Importance, efficacy, emotional response  motivation

Jared C. Dees, September 2009, The Religion Teacher: http://thereligionteacher.blogspot.com