Week+2

=Assessing the Affective and Designing Learning Targets (objectives)=


 * 0.** **Attendance, collect Assessment History, form Learning Groups**
 * 1. Your questions/concerns; Course overview graphic**
 * //What is Assessment? //**
 * **//Assessment is the collection of METHODS (formal and informal, formative and summative) //****//by which we gather EVIDENCE of someone's performance/work/product. //**
 * **//The methods chosen should provide useful FEEDBACK to the performer/learner to //****//help IMPROVE the performance/work/product. //**


 * //What is Evaluation? //**
 * **//Evaluation is the process by which we assign a VALUE to the performance/work/product. //**
 * **//Evaluation (good/bad; high/low; acceptable/unacceptable etc.) always //****//follows assessment and should take place toward the end. //**


 * 2. Chapter 11: The affective domain**
 * In your Learning group discuss ideas from the chapter that were new to you. **
 * Record this in your group log. Be prepared to share with whole group. **
 * (Discussion of W.A.F.T. Wanting, Acting, Feeling, Thinking and P.I.M.A.G. Posture, Intonation, Mime, Articulation, Gesticulation) **

Writing Learning Objectives (Arreaola) Writing Learning Objectives (Mager) 2
 * 3. Goals, standards, objectives (targets), outcomes... (Chapter 2)**
 * Improving objectives: LINK **
 * Review wiki web links**: LINK

a) Bloom's revised taxonomy: page 41
 * 4. Taxonomies**
 * Make sure you understand how the four cognitive dimensions (factual, conceptual, procedural, meta-cognitive) are different from each other. **
 * Use some of the tools on this page and the weblinks to familiarize yourself with the meaning of each dimension **
 * and how these dimensions function at different cognitive process dimensions (from remembering to creating). **

**Bloom's Digital Taxonomy**: Wikipage:LINK


 * Grant Wiggins's blog** entry on MISCONCEPTIONS about Bloom's Taxonomy: LINK
 * In your Learning Group review the blog entry and put the main ideas of it in your Log in your own words. **

b) Bloom's __interactive digital wheel__ app: LINK
 * In your Learning Group investigate the different aspects of the wheel. **
 * Record what you find useful about this interactive schema. **

c) **Behavioral verbs** with Bloom's taxonomy: d) Bloom's **Verbs and questions**: Also check out this app: Stick Picks e) **Integrating Technology** with Bloom's Taxonomy, the SAMR model: LINK Also as an __//interactive//__ PDF file:
 * In your Learning Group inventory which apps you are familiar with and discuss how you might use them. **

f) Kathy Schrock's Bloomin' Apps page. Apps for **iPad, Android, Web 2.0, and Google** LINK g) Interesting PowerPoint on Bloom's and **Marzano's Taxonomy**: h) **Marzano's Taxonomy**: page 42-43. Note the similarities and differences with revised Bloom's taxonomy.


 * 5. Classification Practice:** DOWNLOAD


 * 6. Creating our own objectives in LGs. Objectives Bee**
 * In class create four to five objectives across the subjects of your group members. **
 * Make sure these are in different cognitive dimensions and at different cognitive process levels. **
 * Identify both the cognitive dimension and the cognitive process level of each objective. **
 * Record these in your group log. We will use these for practice next week. **

https://edc371-01.wikispaces.com/Week+3
== **Expectations for Midterm Exam**: **a)** Classify a given objective in Bloom's revised Taxonomy (figure 2.2); **b)** Revise an //incorrectly// classified objective to fit the stated classification; and **c)** Write objectives for given intersections of the knowledge dimensions and the six levels of cognitive processes. ==