Gotowe bibliografie tematyczne / Anderson and Krathwohl's Taxonomy 2001

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Gotowa bibliografia na temat „Anderson and Krathwohl's Taxonomy 2001”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Anderson and Krathwohl's Taxonomy 2001"

Annisa, Annisa, Jismulatif Jismulatif, and Dahnilsyah Dahnilsyah. "An Analysis of Cogntive and Psychomotor Domains in English Student Textbook of Junior High School." Journal of Educational Sciences 5, no. 3 (2021): 502. http://dx.doi.org/10.31258/jes.5.3.p.502-510.

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This research was conducted in the textbook of 8th grade Junior High School 2013 revision of the 2017 curriculum. The researcher conducted a textbook analysis based on Anderson and Krathwohl's (2001) taxonomic theory of the cognitive domain and Simpson's (1972) psychomotor domain taxonomy to focus more on its relevance to the material in the textbook. This research aims to investigate the representation of cognitive and psychomotor domains in English textbook for the 8th years of Junior High School students with the Core and Basic Competencies of the 2013 curriculum. This research used a conte

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Mohamed, Ros Anita Kartini, Abdul Halim Ali, and Muhammad Nasir. "Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar." Journal of Humanities and Social Sciences 3, no. 3 (2021): 110–18. http://dx.doi.org/10.36079/lamintang.jhass-0303.286.

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Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) m

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Pornpimon, Tangsakul, Kijpoonphol Wachiraporn, Duy Linh Nguyen, and Nuamthanom Kimura Lugsamee. "USING BLOOM'S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS." International Journal of Research - Granthaalayah 5, no. 7 (2017): 31–41. https://doi.org/10.5281/zenodo.826733.

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The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of re

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Muehleck, Jeanette K., Cathleen L. Smith, and Janine M. Allen. "Understanding the Advising Learning Process Using Learning Taxonomies." NACADA Journal 34, no. 2 (2014): 63–74. http://dx.doi.org/10.12930/nacada-13-013.

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To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s revised taxonomy, we discuss the learning processes that underlie cognitive-based outcomes. We also describe the way the affective taxonomy developed by Krathwohl et al. contributes to understanding learning processes that promote affective outcomes. Thr

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Tangsakul, Pornpimon, Wachiraporn Kijpoonphol, Nguyen Duy Linh, and Lugsamee Nuamthanom Kimura. "USING BLOOM’S REVISED TAXONOMY TO ANALYZE READING COMPREHENSION QUESTIONS IN TEAM UP IN ENGLISH 1-3 AND GRADE 9 ENGLISH O-NET TESTS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (2017): 31–41. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2106.

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Sumartini, Arie. "Penerapan Taksonomi Digital Bloom Pada Masa Belajar Di Rumah Oleh Guru SMK Di Kalimantan Barat." Jurnal Pendidikan Indonesia 3, no. 08 (2022): 748–60. http://dx.doi.org/10.59141/japendi.v3i08.998.

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Istilah "taksonomi" berasal dari kata Yunani "taksi" dan "nomos," yang masing-masing mengacu pada "urutan" dan "metode". Istilah ini dapat disebut sebagai pengaturan atau hukum dalam urutan tertentu yang dipinjam dari biologi, yang memungkinkan klasifikasi tertentu dari urutan. Dalam pengembangan metode yang efektif untuk melakukan operasi mental, gagasan tentang urutan sangat penting untuk mengklasifikasikan operasi dan keterampilan ini dan untuk menentukan urutan formasi untuk menumbuhkan dan memecahkan masalah tertentu [1 Grebin, N., Grabovska, S., Karkovska, R., & Vovk, A. (2020). Mene

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Andriyatno, Indri, Zulfiani Zulfiani, and Yuke Mardiati. "Higher Order Thinking Skills: Student Profile Using Two-Tier Multiple Choice Instrument." International Journal of STEM Education for Sustainability 3, no. 1 (2023): 111–24. http://dx.doi.org/10.53889/ijses.v3i1.79.

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This research aimed to analyze students' Higher Order Thinking Skills (HOTS) using a two-tier multiple choice (TTMC) test instrument. This study used a descriptive quantitative method with a purposive sampling technique. The instruments used are multiple-choice tests with free reasoning, the TTMC test for quantitative data, interview guides, and learning observations for qualitative data. Anderson and Krathwohl's Bloom taxonomy revision (2001) cognitive instrument used to classify HOTS. The results showed that the higher-order thinking skill profile has an average score of 63,21 and dominated

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Muhammad, Ismail, and Safrina Ariani. "Kognisi Taksonomi Bloom, Kurikulum 2013 dan Penerapannya dalam Pembelajaran Agama Islam di Indonesia." Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam 11, no. 3 (2021): 425. http://dx.doi.org/10.22373/jm.v11i3.6303.

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The use of Bloom Cognitive Taxonomy started since the launching of the book: The Taxonomy of Education Objectives, The Clasification of Educational Goals, Handbook I: Cognitive Domain, published by Longman in the year 1956. The Taxonomy then has been developed by Peter W. Airasian and his friends in their book: A Taxonomi for Learning, Teaching, and Assesing: A Revision of Bloom’s Taxonomy of Educational Objectivesm, A Bridget Edition, edited by W. Anderson and David R. Krathwohl, and published by Addison Wesley Longman, Inc, in 2001. The substantial change of development between the two books

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Cho, Seong Yoon. "Analysis and Directions of the 'Classical Prose' Section in the Korean Language Secondary Teacher Recruitment Exam(2002-2025)." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 8 (2025): 475–91. https://doi.org/10.22251/jlcci.2025.25.8.475.

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Objectives This study aims to analyze how the 'Classical Prose' section has been presented in the first-round Korean Language Secondary Teacher Recruitment Exam from the 2002 to 2025 academic years and to propose future directions for improvement. Methods First, to address the research question, “What are the trends in classical prose works presented in the Korean Language Secondary Teacher Recruitment Exam?”, a content analysis was conducted on the genre, thematic categories, and frequency of the classical prose works included in the exam passages. Second, to examine the research question, “H

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Mariyam, Talat, Saria Kazmi, and Rana Imran Ali. "Evaluation of English Textbook Exercises of Punjab Textbook Board for Grade 10 in the Light of Revised Bloom's Taxonomy of 2001." Global Language Review V, no. II (2020): 170–78. http://dx.doi.org/10.31703/glr.2020(v-ii).18.

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This research study discusses and records the analysis of the exercises of English Book 10 of the Punjab Textbook Board by the application of Revised Bloom's Taxonomy by Anderson and Krathwohl for Teaching,Learning, and Assessment. The nature of the study is analytical, and it critiques the concerned textbook to evaluate the conformity of its exercises of the book given at the end of each chapter against the various sub-domains of the Cognitive domain of the revised taxonomy. This research study also sheds light on the importance of evaluation,textbooks in the Pakistani context, and an overall

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Części książek na temat "Anderson and Krathwohl's Taxonomy 2001"

Saroli, Alessandro. "Teaching Skills Online in the BA in Business Studies." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_6.

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Abstract This chapter analyses how the development of cognitive, professional, and key skills is embedded in the learning design of the BA (Honours) Business and Management degree qualification of The Open University. Skills development is central to learning design at The Open University (OU). The study confirmed that as they progress through the three levels of the qualification, students are expected to develop and apply both lower and higher order thinking skills (Anderson et al., A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, Lo

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Saffold, Felicia. "(Re)Assessing Student Thinking in Online Threaded Discussions." In Teacher Education Programs and Online Learning Tools. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1906-7.ch014.

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A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be

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DiMarco, John. "Using Andragogy and Bloom's Digital Taxonomy to Guide E-Portfolio and Web Portfolio Development in Undergraduate Courses." In Effects of Information Capitalism and Globalization on Teaching and Learning. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6162-2.ch010.

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This chapter offers suggestions and discussion on e-portfolio teaching approaches and how andragogy and Bloom's Digital Taxonomy can be weaved into teaching and learning to create active learning through e-portfolio development. The chapter connects andragogy (Knowles, 1980) and integrates the educational objectives in the cognitive domain put forth by Bloom in 1956 and then updated by Anderson and Krathwohl (2001) and eventually aligned to the digital realm by Churches (2009) to use as a model for teaching Web portfolio development in undergraduate courses. The Web portfolio has value for the

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DiMarco, John. "Using Andragogy and Bloom's Digital Taxonomy to Guide E-Portfolio and Web Portfolio Development in Undergraduate Courses." In Web Design and Development. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8619-9.ch026.

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Mošaťová, Michaela, and Jana Výškrabková. "Designing tasks for developing complex language skills and cognitive competence in the distance learning of Slovak as a foreign language." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1028.

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The Slovak language is one of the less commonly taught languages, and its learners worldwide have few options in terms of its study and practice. One of them, however, is the www.e-slovak.sk e-learning platform provided by the Studia Academica Slovaca Centre at the Comenius University Faculty of Arts in Bratislava, Slovakia. This article summarises a two year experience teaching Slovak in two tutored e-learning courses of e-slovak levels A1 and A2 (CEFR, 2001). The article focusses mainly on the tasks contributing to the development of productive communication skills (speaking and writing). We

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Streszczenia konferencji na temat "Anderson and Krathwohl's Taxonomy 2001"

Érsek, Attila. "Történelmi forrásokhoz kapcsolódó kritikai gondolkodásfejlesztés tapasztalatai." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.179.

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Az előadás egy átfogó kutatási téma eredményeinek megosztására irányul (Érsek, 2019). Olyan neveléstudományi témában kerestem módszertani megoldást, amely szorosan kapcsolódik a kritikai gondolkodás fejlesztéséhez elektronikus tanulási környezetben. A történelmi tartalomba ágyazott kritikai gondolkodás kognitív elemeinek mérési, fejlesztési területeire koncentráltam. A történelemtanítás kutatásának nemzetközi dimenziójában az egyik megközelítés szerint a kritikai gondolkodás fejlesztésének és a forráselemzésnek kell a történelemtanítás középpontjában állnia (Jancsák, 2019). A feladat és a foga

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Urgo, Kelsey, Jaime Arguello, and Robert Capra. "Anderson and Krathwohl's Two-Dimensional Taxonomy Applied to Task Creation and Learning Assessment." In ICTIR '19: The 2019 ACM SIGIR International Conference on the Theory of Information Retrieval. ACM, 2019. http://dx.doi.org/10.1145/3341981.3344226.

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Urgo, Kelsey. "Anderson and Krathwohl's Two-Dimensional Taxonomy Applied to Supporting and Predicting Learning During Search." In CHIIR '20: Conference on Human Information Interaction and Retrieval. ACM, 2020. http://dx.doi.org/10.1145/3343413.3377947.

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Rajić, Višnja, Marina Diković, and Morana Koludrović. "Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.62.

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Traditional teacher education focused on crisis teaching, crisis prevention and crisis management at the internal and external level changes require education to react to factors and contexts at meso and macro level. The aim of the research was to determine whether the learning outcomes of initial teacher education that prepare future teachers to deal with crises at meso level and macro level can be identified. Also, research aimed to identified learning outcomes with respect to the type of crisis they address and the level of revised Bloom’s taxonomy (Anderson & Kratwohl, 2001). Content a

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Stefan, Antoniu, Ioana andreea Stefan, Jannicke Baalsrud hauge, and Sylvester Arnab. "APPROACHING ASSESSMENT IN EDUCATIONAL GAMES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-070.

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The use of games in education necessitates investigations on how to successfully transpose learning objectives and evaluation metrics into game settings, how to effectively assess player performance in the game, and also on how to overcome technical issues associated with the integration of Digital Educational Games (DEG) and Learning Management Systems (LMS). According to Bloom's taxonomy, revised by Anderson in 2001, which is used to develop learning objectives, there are six categories in the cognitive process dimension that should be considered: remember, understand, apply, analyse, evalua

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