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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 | |