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Foundation of Education

The document discusses the basic foundation of teaching and assessment. It provides learning targets from level 1 (Remember) to level 6 (Create) of Bloom's taxonomy for a hypothetical lesson. The targets cover recognizing information, understanding concepts, applying knowledge, analyzing parts, evaluating decisions, and generating new ideas. The document also differentiates between Bloom's and Krathwohl's taxonomy, noting that Krathwohl placed "Creating" as the highest order of thinking.

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Jennifer JLo Vivas
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314 views4 pages

Foundation of Education

The document discusses the basic foundation of teaching and assessment. It provides learning targets from level 1 (Remember) to level 6 (Create) of Bloom's taxonomy for a hypothetical lesson. The targets cover recognizing information, understanding concepts, applying knowledge, analyzing parts, evaluating decisions, and generating new ideas. The document also differentiates between Bloom's and Krathwohl's taxonomy, noting that Krathwohl placed "Creating" as the highest order of thinking.

Uploaded by

Jennifer JLo Vivas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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4.

Basic Foundation of Teaching


The basic foundation of teaching comes from early Christian education where salvation
is teach through the parables, miracles, and teaching of Jesus Christ.

1. How do you ensure a high-quality assessment?


I can ensure a high-quality assessment when teacher utilizes assessment
instruments like assessment forms (test) and items (questions) that are high
quality in both content and construction. There are also key features of effective
assessment content like flexibility, validity, reliability, variety, and insight.

2. How significant are passion, potential, and purpose to a teacher?


Teachers with passion inspire students. They get students interested and even
excited about what they are learning. Passion is what makes students decide to
study more.

3. Why do learning targets need to be identified?


For students to learn they need to know what is expected of them and they need
to know what success looks like. Therefore, teachers must create and effectively
communicate clearly defined learning targets

4. When is an assessment considered practical and efficient?


An assessment is considered practical and efficient if it takes the consideration of
the teacher’s familiarity with the method, the time required, the complexity of
administration, the ease of scoring and interpretation, and the cost to be able to
determine an assessment’s practicality and efficiency.

5. Briefly explain the ethics in assessment.


The ethics in assessment involves decision-making in ways appropriate to a
particular educational context or situation. These decisions involve the selection
and articulation of learning outcomes, the ways in which students will provide
evidence of their achievement of the learning objectives, the basis of assessment
judgements and the ways in which students will be involved in the assessment
process.

6. Differentiate Benjamin Bloom and David Krathwohl hierarchy of the cognitive


target.
The Bloom's taxonomy also “provides an excellent structure for planning, designing,
assessing and evaluating and learning effectiveness” (Coffey, 2014). It assists in
defining the levels of complexity that a teacher can and should choose to use (the top
tiers) for the students’ cognitive development. Prompting questions jump starts cognition
and higher order thinking activates the pre frontal cortex of the brain. Many teachers
give questions only from the first and second tiers (remember and understand levels),
thus not nourishing the brain and developing higher order thinking (Wilson, 2014).

The Anderson/ Krathwohl taxonomy is user friendly, using verbs rather than nouns in
the separate tiers. ‘Creating,’ as defined by Anderson/ Krathwohl, is the highest order of
thinking, thus replacing Bloom’s ‘synthesis,’ which I also agree with because it puts the
knowledge into action. In the Cognitive Domain, synthesis and evaluation, were also
inverted by Anderson and Krathwohl.

7. Choose a subject matter/topic then give your learning targets from level 1 to 6.

The Revised Bloom’s Taxonomy 6 levels of learning

These are: 

 Remember 

 Understand 

 Apply 

 Analyze 

 Evaluate 
 Create 

 A brief explanation of each category


 The revised Bloom’s taxonomy categories are briefly explained below.  

 Remember 
Action verbs such as ‘recognizing’, and ‘recalling’ tell the learner that the learning
is at the lowest level of thinking.  
 Understand 
Work at this level is likely to require actions such as ‘interpreting’, ‘exemplifying’,
‘classifying’, ‘summarizing’, ‘inferring’, ‘comparing’ and ‘explaining’.  
 Apply 
If learners are asked to ‘implement’ or ‘execute’ a task or action, they would likely
be working at this level of thinking.  
 Analyze 
At the analytical stage, learners are commonly
asked to ‘differentiate’, ‘organize’ or ‘attribute’ facts, data or subject matter.  
 Evaluate 
Learners working at this high level of thinking may be asked
to ‘critique’ or ‘check’ materials.  
 Create 
In the revised Bloom’s taxonomy, creating something original or substantially
new is considered to be the highest level of thinking. Verbs such
as ‘generate’, ‘plan’ or ‘produce’ tell learners that they are required to work at this
level.  

Some useful verbs associated with each area (from lowest to highest) are as follows:
Level 1: Knowledge - name, list, repeat.
Level 2: Comprehension - identify, locate, describe.
Level 3: Application - translate, demonstrate, illustrate.
Level 4: Analysis - calculate, compare, contrast.
Level 5: Synthesis - design, organize, prepare.
Level 6: Evaluation - estimate, value, appraise.

1. Level 1 – REMEMBER. Learners are able to recall a wide range of previously learned
material from specific facts to complete theories. But, this level merely requires bringing
to mind the appropriate information. Sample verbs include: label, list, choose, read,
recall, record, relate, review, select, write.
2. Level 2 – UNDERSTAND. Learners demonstrate their understanding of material by
explaining ideas or concepts or interpreting and translating what has been learned.
Sample verbs include: define, describe, discuss, explain, interpret, classify, translate.
3. Level 3 – APPLY. Learners apply their knowledge by using it in another familiar
situation from the one in which it was learned. The application may include rules,
methods, concepts, principles, laws, and theories. Sample verbs include: adapt, apply,
change, compute, construct, generalize, interpret, illustrate, make, show, solve.
4. Level 4 – ANALYZE (critical thinking). Learners analyze when they break information
into parts to explore understandings and relationships in an attempt to identify evidence
for a conclusion. Sample verbs include: analyze, distinguish, deduce, compare,
contrast, infer, deconstruct, differentiate, calculate.
5. Level 5 – EVALUATE (critical thinking). Learners evaluate when they use in-depth
reflection, criticism and assessment to justify a decision or course of action. Sample
verbs include: appraise, argue, assess, choose, compare, conclude, criticize, critique,
debate, determine, differentiate, discriminate, evaluate, infer, judge, justify, measure,
recommend, validate.
6. Level 6 – CREATE (critical thinking). Learners create when they generate new ideas,
products, or ways of viewing things. Sample verbs include: act, assemble, combine,
compose, construct, create, design, develop, formulate, generate, hypothesize,
imagine, predict, plan, prepare, produce.

At the end of the lesson, the students will be able to:


a. Find the missing term in

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