Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition

great

Great book

Quick postage, however unfortunately the book wasn't quite as informative as I had hoped!

Thanks!

This isn't the place to critique the premise of a revision to Bloom's taxonomy. So, on that point all I will say is that the new taxonomy is not entirely convincing. My real criticism, and what earns this book just one star is its exceptionally poor format. The typography and layout look like it has been done by someone who works for Exchange and Mart. The book looks and feels like its been printed on toilet paper. All of which makes the £49 they charge for this an absolute rip off. Really Pearson, if you can't be bothered to turn out a good looking, well printed paper book then make an ebook instead. A shockingly bad ownership experience.

Very dense and quite dry.That said this is an incomparable reference guide for developing planning and questioning. No other book has helped me extend my expectations of learning and contributed so much to the vocabulary I use for questioning in the classroom.It has had a significant impact on the activities I set my students and their engagement in them.As a Media Studies teacher I'm delighted that Synthesis (Creating) has been elevated above Evaluation. Thanks for that.

Thank you..

Livro complementa meus conhecimentos anteriores sobre Taxonomia de Bloom. Gostaria de ler mais titulos que tratem da Taxonomia de Bloom em evolução.

Anderson and Kratwohl (eds.) describe a taxonomy of learning and therefore teaching and assessing. Based on the original work of Bloom (1956) they develop further his ideas. Whereas Bloom described a taxonomy of the cognitive process, the new book introduces a 2nd dimension, and classifies the knowledge as such. The concepts are well described, in correct terms. Anyone teaching may easily follow the argumentation. It is shown why and how the two-dimensional taxonomy will be useful in planning, preparing and assessing curricula and lectures or "teaching events". Practical examples illustrate the well presented theory. The clear structure allows one to read the book as a whole as well as to pick out issues of special interest. It was useful for me as a Prof. at a University of Applied Sciences as a framework in order to better and quicker plan and organize a new curriculum. The book is recommended for both, new teachers at any level, as well as for experienced profs revising their lectures.

As an educator, I was originally one of the countless victims of the Bloom verb-list mythology. I eventually read the original handbook and was empowered with the true model - an amazing work.The revision makes the original work two-dimensional. There is now a knowledge dimension as well as a cognitive dimension. Configured into a table or grid pattern, it can be used to categorize learning objectives into one of 24 categories. For each category there are explanations and examples of not only objectives and testing strategies as in the original work, but also teaching stragegies as well.Unlike the original, it is written for teachers instead of other academics. This is a powerful tool that can be used to both develop and evaluate curriculums. Be warned, however, that the paperback version is abridged, missing a few chapters. I recommend the hardbound edition.

I hadn't had time to read it, I wait to read it in the next days and use it to improve my teacher pratice.