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Chapter 6. Assessment Planning “If you fail to plan, you plan to fail.”. Do you hear what I hear . . . . “I haven't got time to plan.” If You Haven't Got the Time to Do It Right, When Will You Find the Time to Do It Over? (Jeffrey J. Mayer) “I've never planned before
Do you hear what I hear . . . .
If You Haven't Got the Time to
Do It Right, When Will You Find
the Time to Do It Over? (Jeffrey J. Mayer)
so why start now? I work best
at the spur of the moment.”
need to plan.”
in my school develop plans
with this detail so why should I?”
Bloom's contributions to education began during his years in the Office of the Board of Examiners at the University of Chicago (1940-1959). There he headed a group of cognitive psychologists who published the Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain (Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956).
In 1959 Bloom spent a year at the Center for Advanced Study in Behavioral Sciences at Stanford University. This year marked a shift in his research. He spent the next 40 years researching problems in learning, rather than problems in testing, measurement, and evaluation.
Funny. His latter work never reached the “stature” that educators were to give the taxonomic work . . . work in which he himself had lost interest.
Affective Domain Exercise: The Runaway TrolleySome thinkers cringe at the idea of a stand-alone affective domain. They would argue that feelings are really filtered thoughts and thus cognitive in nature.
A runaway trolley car is hurtling down a track. In its path are five people who will definitely be killed unless Sam, a bystander, flips a switch which will divert it on to another track, where it will kill one person.
Should Sam flip the switch?
A runaway trolley car is hurtling down a track where it will kill five people. You are standing on a bridge above the track and, aware of the imminent disaster, you must instantly decide if you will jump on the track to block the trolley car. Although you will die, the five people will be saved.
Just before your leap, you realize that you are too light to stop the trolley. Next to you, a fat man is standing on the very edge of the bridge. He would certainly block the trolley, although he would also die from the impact. A small nudge and he would fall right onto the track below. No one would ever know.
Should you push him?
This taxonomy is organized according to the
degree of coordination from involuntary
responses to refined learned capabilities:
Taxonomies are best viewed as helpful frameworks or lamp posts creating reference points in the dark complexity of cognition. The divisions created by the lamp posts are somewhat arbitrary. There are many different taxonomies (especially in the cognitive domain), just like there are many different road maps. While it is likely that the human mind does not operate in discrete categories, the categories help us find idea handles we can use to discuss the range of operations (simple to complex) going on when thinking. They help us think about thinking about thinking about thinking . . . Metacognition.