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| List of Tables and Figures | |
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| Preface | |
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| Foreword | |
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| The Taxonomy: Educational Objectives and Student Learning | |
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| Introduction | |
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| The Need for a Taxonomy | |
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| Using Our Increased Understanding | |
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| The Taxonomy Table, Objectives, and Instructional Time | |
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| The Taxonomy Table and Instruction | |
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| The Taxonomy Table and Assessment | |
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| The Concept of Alignment | |
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| Teachers as Curriculum Makers Versus Teachers as Curriculum Implementers: A Closing Comment | |
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| The Structure, Specificity, and Problems of Objectives | |
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| The Structure of Objectives | |
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| Content Versus Knowledge | |
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| Behavior Versus Cognitive Processes | |
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| Specificity of Objectives | |
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| Global Objectives | |
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| Educational Objectives | |
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| Instructional Objectives | |
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| Summary of Levels of Objectives | |
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| What Objectives Are Not | |
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| A Changing Vocabulary of Objectives | |
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| Problems with Objectives | |
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| Specificity and Inclusiveness | |
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| The Lock-Step Nature of Objectives | |
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| What Does an Objective Represent--Learning or Performance? | |
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| The Restricted Use of Objectives | |
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| Concluding Comment | |
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| The Revised Taxonomy Structure | |
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| The Taxonomy Table | |
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| Categories of the Knowledge Dimension | |
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| Categories of the Cognitive Process Dimension | |
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| The Taxonomy Table and Objectives: A Diagrammatic Summary | |
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| Why Categorize Objectives? | |
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| Our Use of Multiple Forms of Definition | |
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| Verbal Descriptions | |
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| Sample Objectives | |
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| Sample Assessment Tasks | |
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| Sample Instructional Activities | |
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| Closing Comment: A Look Ahead | |
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| The Knowledge Dimension | |
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| A Distinction Between Knowledge and Subject Matter Content: A Tale of Four Teachers | |
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| Different Types of Knowledge | |
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| A Distinction Between Factual and Conceptual Knowledge | |
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| A Rationale for Metacognitive Knowledge | |
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| Categories of the Knowledge Dimension | |
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| Factual Knowledge | |
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| Knowledge of Terminology | |
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| Knowledge of Specific Details and Elements | |
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| Conceptual Knowledge | |
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| Knowledge of Classifications and Categories | |
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| Knowledge of Principles and Generalizations | |
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| Knowledge of Theories, Models, and Structures | |
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| Procedural Knowledge | |
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| Knowledge of Subject-Specific Skills and Algorithms | |
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| Knowledge of Subject-Specific Techniques and Methods | |
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| Knowledge of Criteria for Determining when to Use Appropriate Procedures | |
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| Metacognitive Knowledge | |
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| Strategic Knowledge | |
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| Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge | |
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| Self-Knowledge | |
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| Assessing Objectives Involving Metacognitive Knowledge | |
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| Conclusion | |
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| The Cognitive Process Dimension | |
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| A Tale of Three Learning Outcomes | |
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| No Learning | |
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| Rote Learning | |
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| Meaningful Learning | |
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| Meaningful Learning as Constructing Knowledge Frameworks | |
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| Cognitive Processes for Retention and Transfer | |
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| The Categories of the Cognitive Process Dimension | |
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| Remember | |
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| Recognizing | |
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| Recalling | |
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| Understand | |
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| Interpreting | |
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| Exemplifying | |
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| Classifying | |
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| Summarizing | |
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| Inferring | |
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| Comparing | |
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| Explaining | |
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| Apply | |
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| Executing | |
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| Implementing | |
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| Analyze | |
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| Differentiating | |
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| Organizing | |
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| Attributing | |
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| Evaluate | |
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| Checking | |
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| Critiquing | |
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| Create | |
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| Generating | |
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| Planning | |
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| Producing | |
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| Decontextualized and Contextualized Cognitive Processes | |
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| An Example of Educational Objectives in Context | |
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| Remembering What Was Learned | |
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| Making Sense of and Using What Was Learned | |
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| Conclusion | |
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| The Taxonomy in Use | |
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| Using the Taxonomy Table | |
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| Using the Taxonomy Table in Analyzing Your Own Work | |
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| Using the Taxonomy Table in Analyzing the Work of Others | |
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| The Taxonomy Table Revisited | |
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| The Learning Question | |
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| The Instruction Question | |
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| The Assessment Question | |
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| The Alignment Question | |
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| Problems in Classifying Objectives | |
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| The Level of Specificity Problem | |
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| The Prior Learning Problem | |
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| Differentiating Objectives from Activities | |
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| Some Helpful Hints | |
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| Consider the Verb-Noun Combination | |
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| Relate Type of Knowledge to Process | |
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| Make Sure You Have the Right Noun | |
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| Rely on Multiple Sources | |
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| Introduction to the Vignettes | |
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| Characterization of the Vignettes | |
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| The Curriculum Unit | |
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| Central Components of the Vignette Descriptions | |
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| Using the Taxonomy Table to Analyze the Vignettes | |
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| The Analytic Process: A Summary | |
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| Organization and Structure of the Vignette Chapters | |
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| A Closing Comment | |
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| Nutrition Vignette | |
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| Objectives | |
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| Instructional Activities | |
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| Assessment | |
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| Closing Commentary | |
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| The Learning Question | |
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| The Instruction Question | |
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| The Assessment Question | |
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| The Alignment Question | |
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| Closing Questions | |
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| Attachments | |
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| Macbeth Vignette | |
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| Objectives | |
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| Instructional Activities | |
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| Assessment | |
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| Closing Commentary | |
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| The Learning Question | |
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| The Instruction Question | |
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| The Assessment Question | |
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| The Alignment Question | |
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| Closing Questions | |
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| Attachments | |
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| Addition Facts Vignette | |
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| Objectives | |
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| Instructional Activities | |
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| Assessment | |
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| Closing Commentary | |
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| The Learning Question | |
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| The Instruction Question | |
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| The Assessment Question | |
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| The Alignment Question | |
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| Closing Questions | |
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| Parliamentary Acts Vignette | |
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| Objectives | |
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| Instructional Activities | |
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| Assessment | |
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| Closing Commentary | |
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| The Learning Question | |
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| The Instruction Question | |
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| The Assessment Question | |
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| The Alignment Question | |
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| Closing Questions | |
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| Attachments | |
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| Volcanoes? Here? Vignette | |
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| Objectives | |
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| Instructional Activities | |
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| Assessment | |
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| Closing Commentary | |
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| The Learning Question | |
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| The Instruction Question | |
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| The Assessment Question | |
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| The Alignment Question | |
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| Closing Questions | |
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| Attachments | |
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| Report Writing Vignette | |
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| Objectives | |
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| Instructional Activities | |
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| Assessment | |
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| Closing Commentary | |
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| The Learning Question | |
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| The Instruction Question | |
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| The Assessment Question | |
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| The Alignment Question | |
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| Closing Questions | |
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| Attachments | |
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| Addressing Long-Standing Problems in Classroom Instruction | |
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| Generalizations Related to the Learning Question | |
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| Using Complex Processes to Facilitate Mastery of Simpler Objectives | |
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| Choosing Varieties of Knowledge | |
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| Generalizations Related to the Instruction Question | |
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| Recognizing Links Between Knowledge Types and Cognitive Processes | |
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| Differentiating Instructional Activities from Objectives | |
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| Generalizations Related to the Assessment Questions | |
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| Using Summative and Formative Assessments | |
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| Dealing with External Assessments | |
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| Generalizations Related to the Alignment Question | |
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| Aligning Assessments with Objectives | |
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| Aligning Instructional Activities with Assessments | |
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| Aligning Instructional Activities with Objectives | |
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| A Final Comment | |
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| The Taxonomy in Perspective | |
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| The Taxonomy in Relation to Alternative Frameworks | |
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| Unidimensional Classification Systems | |
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| Gerlach and Sullivan's Taxonomy of Commonly Taught Behaviors | |
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| Ausubel and Robinson's Six Hierarchically Ordered Categories | |
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| Metfessel, Michael, and Kirsner's Synonyms | |
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| Gagne's Hierarchy of Learning | |
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| Stahl and Murphy's Domain of Cognition | |
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| Bruce's Integration of Knowledge with the Other Categories | |
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| Romizowski's Analysis of Knowledge and Skills | |
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| Biggs and Collis's SOLO | |
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| Quellmalz's Taxonomy of Cognitive Processes | |
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| Hauenstein's Conceptual Framework for Educational Objectives | |
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| Reigeluth and Moore's Comparison Framework | |
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| Multidimensional Classification Systems | |
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| DeBlock's Three-Dimensional Framework | |
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| DeCorte's Modification of Guilford's Structure of Intellect Model | |
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| Ormell's Modification of the Taxonomy | |
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| Hannah and Michaelis's Comprehensive Framework for Instructional Objectives | |
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| Williams's Behavioral typology of Educational Objectives | |
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| Marzano's Dimensions of Learning | |
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| Merrill's Component Display Theory | |
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| Haladyna (1997) and Williams and Haladyna's (1982) Typology for Higher-Level Test Items | |
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| Similarities of the Revision's Changes to the 19 Alternative Frameworks | |
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| Empirical Studies of the Structure of the Taxonomy | |
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| Studies of the Cumulative Hierarchy Issue | |
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| A Weak Empirical Approach to Checking for a Cumulative Hierarchy | |
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| A Stronger Empirical Approach to Checking for a Cumulative Hierarchy | |
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| A Meta-Analysis of the Available Intercorrelational Data Among Categories | |
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| The Ordering of the Evaluation (Evaluate) and Synthesis (Create) Categories | |
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| Evidence from Structural Linear Equation Modeling Studies | |
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| In Conclusion | |
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| Unsolved Problems | |
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| Relationships Among Curriculum, Instruction, and Assessment | |
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| Curriculum Concerns | |
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| Instruction Concerns | |
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| Assessment Concerns | |
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| Usefulness of the Framework to Students | |
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| Relationship to a Theory of Learning and Cognition | |
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| Relationships Among the Domains | |
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| In Closing | |
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| Appendixes | |
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| Summary of Changes from the Original Framework | |
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| Four Changes in Emphasis | |
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| Four Changes in Terminology | |
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| Four Changes in Structure | |
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| The Inclusion of Understanding and the Omission of Problem Solving and Critical Thinking | |
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| Condensed Version of the Original Taxonomy of Education Objectives: Cognitive Domain | |
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| Knowledge | |
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| Intellectual Abilities and Skills | |
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| Data Used in the Meta-Analysis in Chapter 16 | |
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| References | |
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| Credits | |
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| Index | |