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I’m expecting the quantity of work to increase from undergraduate study, but with a greater freedom to focus onto specific topics and allow for our voice to be heard within the arguments and evidence that we supply.

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Studying at masters level requires more dedication and work. It requires taking time and putting efforts to assessments. I am having to remind myself how much I have to be involved.

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AWARENESS

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ONE WORD (verb) for each of Bloom’s order of thinking :

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ONE WORD (verb) for each of Bloom’s order of thinking :

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1. Remember - Memorize, describe
2. Understand - Infer, paraphrase
3. Apply - modify
4. Analyze - calculate, breakdown
5. Evaluate - critique , compare, judge
6. Create - generate

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The genesis of my intense interest in education, an interest which has now evolved into an aspiration and a pursuit for a career in the field, happened during my undergraduate studies in Daqing Normal University. Specialized in Preschool Education by undertaking several modules and courses dwelling on education theories and practices, I was fascinated to pursue for creative and unique teaching methodology. Also I came to realize that education should be dominated by advanced concepts, assisted by effective teaching strategies, both of which are vitally important for bringing out a greater social role from education. Education represents for me a field in which I can achieve satisfying personal development.

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Working at the forefront of the Education field

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Working at the forefront of the Education field

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Take on more responsibilities, explore and understand deeper educational concepts, and stimulate a stronger interest in education. Originality in the application of knowledge about how teaching and learning works

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positionality
epistimology

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The course readings will it be suffice to read and complete the phases and summative assessment?

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What does plagarism mean and how does it affect the writer

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a brief description of what we are expecting

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What are some ways that will aid to developing a more independent critical voice?

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What does ICT mean?
Information and Communication Technology?

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If I'd accessed several books/journals to help me further understand a chosen topic, at the end of the essay, do I indicate the header as 'References and Further reading' or 'References' followed by 'Bibliography'?

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I don't know what I don't know until I know what I don't know.

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I don't know what I don't know until I know what I don't know.

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the act of taking someone else's work and passing them as your own

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My quest for knowledge and Comparative Education led me here. So far, it's been an avalanche of new information and discovery🚀

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What is the contextual significance of Bloom's taxonomy in the field of education?

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What is the contextual significance of Bloom's taxonomy in the field of education?

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One of the most widely used ways of organizing levels of expertise is according to Bloom's Taxonomy of Educational Objectives. (Bloom et al., 1994; Gronlund, 1991; Krathwohl et al., 1956.) Bloom's Taxonomy (Tables 1-3) uses a multi-tiered scale to express the level of expertise required to achieve each measurable student outcome. Organizing measurable student outcomes in this way will allow us to select appropriate classroom assessment techniques for the course.

There are three taxonomies. Which of the three to use for a given measurable student outcome depends upon the original goal to which the measurable student outcome is connected. There are knowledge-based goals, skills-based goals, and affective goals (affective: values, attitudes, and interests); accordingly, there is a taxonomy for each. Within each taxonomy, levels of expertise are listed in order of increasing complexity. Measurable student outcomes that require the higher levels of expertise will require more sophisticated classroom assessment techniques.

The course goal in Figure 2--"student understands proper dental hygiene"--is an example of a knowledge-based goal. It is knowledge-based because it requires that the student learn certain facts and concepts. An example of a skills-based goal for this course might be "student flosses teeth properly." This is a skills-based goal because it requires that the student learn how to do something. Finally, an affective goal for this course might be "student cares about proper oral hygiene." This is an affective goal because it requires that the student's values, attitudes, or interests be affected by the course.

Level of Expertise

Description of Level

Example of Measurable
Student Outcome

Level of Expertise

Description of Level

Example of Measurable
Student Outcome

Level of Expertise

Description of Level

Example of Measurable
Student Outcome

To determine the level of expertise required for each measurable student outcome, first decide which of these three broad categories (knowledge-based, skills-based, and affective) the corresponding course goal belongs to. Then, using the appropriate Bloom's Taxonomy, look over the descriptions of the various levels of expertise. Determine which description most closely matches that measurable student outcome. As can be seen from the examples given in the three Tables, there are different ways of representing measurable student outcomes, e.g., as statements about students (Figure 2), as questions to be asked of students (Tables 1 and 2), or as statements from the student's perspective (Table 3). You may find additional ways of representing measurable student outcomes; those listed in Figure 2 and in Tables 1-3 are just examples.

Bloom's Taxonomy is a convenient way to describe the degree to which we want our students to understand and use concepts, to demonstrate particular skills, and to have their values, attitudes, and interests affected. It is critical that we determine the levels of student expertise that we are expecting our students to achieve because this will determine which classroom assessment techniques are most appropriate for the course. Though the most common form of classroom assessment used in introductory college courses--multiple choice tests--might be quite adequate for assessing knowledge and comprehension (levels 1 and 2, Table 1), this type of assessment often falls short when we want to assess our students knowledge at the higher levels of synthesis and evaluation (levels 5 and 6).4

Multiple-choice tests also rarely provide information about achievement of skills-based goals. Similarly, traditional course evaluations, a technique commonly used for affective assessment, do not generally provide useful information about changes in student values, attitudes, and interests.

Thus, commonly used assessment techniques, while perhaps providing a means for assigning grades, often do not provide us (or our students) with useful feedback for determining whether students are attaining our course goals. Usually, this is due to a combination of not having formalized goals to begin with, not having translated those goals into outcomes that are measurable, and not using assessment techniques capable of measuring expected student outcomes given the levels of expertise required to achieve them. Using the CIA model of course development, we can ensure that our curriculum, instructional methods, and classroom assessment techniques are properly aligned with course goals.

Note that Bloom's Taxonomy need not be applied exclusively after course goals have been defined. Indeed, Bloom's Taxonomy and the words associated with its different categories can help in the goals-defining process itself. Thus, Bloom's Taxonomy can be used in an iterative fashion to first state and then refine course goals. Bloom's Taxonomy can finally be used to identify which classroom assessment techniques are most appropriate for measuring these goals.

References

Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). The Taxonomy of educational objectives, handbook I: The Cognitive domain. New York: David McKay Co., Inc.

Gronlund, N. E. (1991). How to write and use instructional objectives (4th ed.). New York: Macmillan Publishing Co.

Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives, the classification of educational goals, handbook II: Affective domain. New York: David McKay Co., Inc.

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Bloom's Taxonomy of Educational Objectives

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One of the most widely used ways of organizing levels of expertise is according to Bloom's Taxonomy of Educational Objectives. (Bloom et al., 1994; Gronlund, 1991; Krathwohl et al., 1956.) Bloom's Taxonomy (Tables 1-3) uses a multi-tiered scale to express the level of expertise required to achieve each measurable student outcome.

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What is meaning of "high - stakes accountability" ?

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What is meaning of "high - stakes accountability" ?

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contextualizing-the word/term autonomously

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How Implicit can implicit be?

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in terms of writing style

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is refer to Pedagogy, Andragoty, Heutagogy, Peeragogy?

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Line of reasoning is NB .What's NB?

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Positionality

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Reflexive

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Nebulous

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Continuing Professional Development

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Please could you let me know what 'HELS' stands for? Many thanks.

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Please could you let me know what 'HELS' stands for? Many thanks.

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Heard you say this few times, Bev. Is this a theory?
Maahes Chandiras