Blooms Taxonomy

    · Point: To classify educational goals and objectives.

    o Highly cited and used by educators

    · Came up with three domains:

    o The Cognitive (Focus on this category)

    § Knowledge

    o The Affective

    § Attitude

    o The Psychomotor

    · Revised in 199 0’s by former student. Published in 2001. Changes in:

    o Terminology Changes

    § Changes in nouns to verbs



    § New Definitions:

    · Remembering: Retrieving, Recognizing, and recalling relevant knowledge form long-term memory

    · Understanding: Constructing meaning from text/speech/picture by REMEMBERING and utilizing previous experiences

    · Applying: Executing or implementing

    · Analyzing: Breaking material down into categories, and finding each part relates to each other

    · Evaluating: Making judgments on criteria

    · Creating: Putting everything back together to form whole thought, reorganizing for future use.

    o Structural Changes

    § http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table(This link provides in depth definitions of each category)

    Chapter VII Assessing your Students

    · Design program by:

    o Objectives for students

    § Follow Blooms taxonomy pyramid

    o Learning strategies to achieve objectives

    o How to go about achieving strategy

    · Consider students the most

    · Present relevant info

    · Use UNIFYING PRINCIPLES to teach subjects ie: Energy in organisms could be a useful place for explaining cellular respiration, photosynthesis, and food chain info etc.

    · Assessment of Students

    o Assess what students know coming in, and level of education

    o Link assessment with instruction (If lab is heavy, test on lab stuff)

    o Have complex, real-life assessment

    o Reflect on own experience to assess well

    · Split exam 50% recall / 50% higher-order thinking

    o Exams not always best way to assess higher-order thinking

    · Be thorough in exam design, MC can pose problems

    · Be consistent in grading

    · Essay tests Pro:

    o Complex learning outcome

    o Test thought process

    o Easy to construct

    · Types of Assessments

    o MC

    o Free response (Complete answer)

    o Essay

    o Concept Map

    o Clinical Interview

    o Lab Pratical

    o Long Term Investigation (Research)

    o Problem Based

    o Portfolio

    · Resources for use in teaching at end

    Teaching Tips Ch. 8

    · Testing consists of making the exam and grading it

    · Before the test:

    o Decide which type of assessment you want to use

    § Class Size Usually Dictates

    o General Notes:

    § Problem to be Answered

    · Hard to set up effectively

    · Pro – Focuses student on process of problem

    § Short Answer

    · Many are only recall

    · Can be as complex as you make it

    § Essay

    · Students study more efficiently for this type

    · Creative thinking improved

    · Can break down essay

    · Able to give feedback more easily

    § T/F

    · Most students remember false items as true

    · Explaining answers may mitigate

    § MC and matching

    · Recall knowledge

    · Hard to construct

    · Don’t have to use 4 answers, just use things that make sense

    § Timing

    · 1 min / mc or fill in blank

    · 2 min / short answer > 1 sentence

    · 10/15 min per limited essay

    · 30/60 min per essay

    · General Rule: Take the test, double your time for the students (Still can be short depending on your speed)

    · Giving the Test

    o Pass out while students walk in if possible (less wait time)

    o Minimize interruptions

    o Ask for more tests (~10% recommended) for problems in copying/TA taking too many to other site.

    · After Test

    o Establish rubric to grade test

    § Modify as you go, regrade

    o Omit name of writer

    o Read once through then grade (Lots of time)

    o Read few, then rubric

    o Give feedback

    o Give students list of most common mistakes (learn no matter what)

    o Take a break

    o Be upfront about tough problems and talk about it

    o Look at student grades to see where you can improve

    o Grading on a curve not encouraged

    § Students not sure of own grade, need to know class performance, bigger headache

    o Tell students will go over test in private, item analysis avoids having students find problems as opposed to you.

    · The Angry Student

    o Listen

    o Talk problem out

    o Find way to fix problem for next time

    o Encourage them to work harder

    · Missing Students

    o If absent, making a makeup can be a lot of work

    o Can avg all tests for that one

    o Have a dropped exam (depending on # of exams)

    § Use final as a replacement

    · Students work harder

    TA Handbook

    · Assisting Prof

    o http://www.ctl.uga.edu/teach_asst/TAHandbook/coursepreparation.html#AssistingAProfessor

    o Review Syllabus for Objectives

    o What is expected?

    § Are you teaching?

    § Are you required to attend

    o Check out classroom to see what you need

    o Create a syllabus for your lab

    o Grading Requirements

    § www. reg.uga.edu/or.nsf/html/ferpa

    · Complete Course

    o http://www.ctl.uga.edu/teach_asst/TAHandbook/conductingacompletecourse.html

    o Course Design

    § What are your objectives for the course

    o Organization

    § How relate to department

    § Prereqs? How do they influence the class

    § Judge student maturity level (Freshman vs Seniors)

    § Previous Syllabus may help

    o Course outline

    § Major concepts will help you design course

    o Textbook selection

    § Find text that integrates over course

    § Specify students how to integrate lecture and textbook

    o Supplemental

    § Can use GALILEO (virtual library)

    § WEBCT allows sharing extra articles (fair use)

    o Teaching Strategies

    § Presentations? Guest Lecture? Multi-media?

    · Syllabus

    o http://www.ctl.uga.edu/teach_asst/TAHandbook/thesyllabus.html

    o See link for syllabi elements

    o 16 Elements

    o Book Dates

    § Fall – Apr 15th

    § Spring – Oct 15th

    § Summer – Mar 15th

    · Check to see if books already ordered with grad coordinator

    § Can Reserve books through library

    o See classroom for what you need

    o Can do field trips, just follow rules

    o See grad coordinator for office hour rules/location


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