1. The Goals of Educations Process Courtney Abarr 10/12/2015 EDU / 200 Theresa Melenas

2. Taxonomies  Add your first bullet point here  Add your second bullet point here  Add your third bullet point here

3. Affective Taxonomy Taxonomies  First bullet point here  Second bullet point here  Third bullet point here LevelsDefinitionKey Words Receives phenomena Awareness, willingness to hear, selected attention. Asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses Responds to phenomena Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding. Answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes ValuesThe worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values while clues to these values are expressed in the learner’s overt behavior and are often identifiable. Completes, demonstrates, differentiates, explains, follows, forms, initiates, joins, justifies, proposes, reads, reports, selects, shares, studies, works OrganizesOrganizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. Adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes Internalizes values Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). Acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies

4. Formative Assessments Formative assessment provides faculty with an opportunity to check student understanding along the way. used as learning tools, followed by feedback and corrective procedures. "Just-in-time" feedback helps connect students with needed resources they need.

5. Summative Assessments  Obtained at the end of an instructional unit to measure the level of success or proficiency.  Provides a snapshot of educational success or failure.  It shows school teachers, administrators, district and departmental leaders, and government officers how the school, students, and the administration are progressing and developing.

6. Performance-based Assessments  cognitive processes of creating, generating, and producing.  knowledge has been converted to remember  create rather than evaluate.

7. Taxonomies and Assessments Using taxonomies in planning for assessments I would simply use the six levels: Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, reproduce state. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

8.  Culatta, R. (2015). Taxonomies. Retrieved from http://www.instructionaldesign.org/concepts/taxonomies.html  Formative Assessment Classroom Techniques (FACTs). (2011). Retrieved from http://www.slideshare.net/profrichdett/formative-assessment-classroom-techniques-facts  Assessment and bloom’s taxonomy. (2012). Retrieved from http://www.slideshare.net/sarah_j_cox/assessment-and-blooms-taxonomy  https://nli2013brs.wikispaces.com/Engaging+Teachers+in+Performance- Based+Assessments.. (2015). Retrieved from https://nli2013brs.wikispaces.com/Engaging+Teachers+in+Performance-Based+Assessments. https://nli2013brs.wikispaces.com/Engaging+Teachers+in+Performance-Based+Assessments  Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the Classification of educational goals. Handbook II: Affective domain. New York: David McKay Co., Inc.  Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press.  Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. New York : Longman. References