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Wednesday, April 7, 2021

Information Process Model with reference to Cognitive Development in Elementary School| Elementary Education | aiou solved assignment | Course Code 8623

Q.2 Explain information process model with reference to cognitive development in elementary school.

Course: Elementary Education 

Course Code 8623

Topic: Information Process Model with reference to Cognitive Development in Elementary School

AIOU Solved Assignment

Semester: Autumn/Spring

B.Ed/Bacherlors in Education /Masters in Education / PHD in Education 

BEd / MEd / M Phil Education

ASSIGNMENT Course Code 8623

Course: Elementary Education

Answer:


Information Processing and Cognitive Development


Information processing as a general framework for understanding human cognitive growth has had enormous impact on the study of cognition and over the past decade it has been adopted by a growing number of developmental psychologists. Journals and books contain numerous articles about the development of information-processing skills in children, in sharp contrast to the recent past when such topics were only rarely mentioned. 


It is emphasized that information processing, as a general perspective, has considerable potential for developmental work, and some relevant characteristics and implications of information processing is described.



Information processing was not influential in developmental psychology until the late 1960s and early 1970s. During this period two essentially independent events brought information processing to the forefront of developmental research. First, psychologists studying the development of attention and memory based their work, in part, on information-processing models derived from experimental psychology. Second, several psychologists from information-processing became interested in Piaget's description of children's understanding of concepts like transitivity and class inclusion. These psychologists proposed radically different interpretations of the phenomena, and their research sometimes produced findings that were hard to reconcile with Piaget's account of development.



The Information Processing model is another way of examining and understanding how children develop cognitively. This model, developed in the 1960's and 1970's, conceptualizes children's mental processes through the metaphor of a computer processing, encoding, storing, and decoding data.



By ages 2 to 5 years, most children have developed the skills to focus attention for extended periods, recognize previously encountered information, recall old information, and reconstruct it in the present. For example, a 4-year-old can remember what she did at Christmas and tell her friend about it when she returns to preschool after the holiday. Between the ages of 2 and 5, long-term memory also begins to form, which is why most people cannot remember anything in their childhood prior to age 2 or 3. 



Part of long-term memory involves storing information about the sequence of events during familiar situations as "scripts". Scripts help children understand, interpret, and predict what will happen in future scenarios. For example, children understand that a visit to the grocery store involves a specific sequence of steps: Dad walks into the store, gets a grocery cart, selects items from the shelves, waits in the check-out line, pays for the groceries, and then loads them into the car. Children ages 2 through 5 also start to recognize that there are often multiple ways to solve a problem and can brainstorm different (though sometimes primitive) solutions.



Between the ages of 5 and 7, children learn how to focus and use their cognitive abilities for specific purposes. For example, children can learn to pay attention to and memorize lists of words or facts. This skill is obviously crucial for children starting school who need to learn new information, retain it and produce it for tests and other academic activities. Children this age have also developed a larger overall capacity to process information. This expanding information processing capacity allows young children to make connections between old and new information. For example, children can use their knowledge of the alphabet and letter sounds (phonics) to start sounding out and reading words.



During this age, children's knowledge base also continues to grow and become better organized.Metacognition, "the ability to think about thinking", is another important cognitive skill that develops during early childhood. Between ages 2 and 5 years, young children realize that they use their brains to think. However, their understanding of how a brain works is rather simplistic; a brain is a simply a container (much like a toy box) where thoughts and memories are stored. By ages 5 to 7 years, children realize they can actively control their brains, and influence their ability to process and to accomplish mental tasks. 



As a result, school-age children start to develop and choose specific strategies for approaching a given learning task, monitor their comprehension of information, and evaluate their progress toward completing a learning task.



For example, first graders learn to use a number line (or counting on their fingers) when they realize that they forgot the answer to an addition or subtraction problem. Similarly, children who are learning to read can start to identify words (i.e., "sight words") that cannot be sounded out using phonics (e.g, connecting sounds with letters), and must be memorized.




Related Topics of 

Course: Elementary Education (8623) 

Part 1

Q.1 Discuss elementary education in Pakistan and compare it with elementary education in India and Bangladesh.





Q.3 Elaborate the theories of personality development by focusing on the role of family in the personality development of a child.



Q.4 Explain the concept of physical fitness .Also state the purpose of physical and health education suggest ways to integrate health education into other.



Q.5 Discuss technique of questioning the development of higher mental processes from teachers as well as pupils point of view.



Part 2


Q. 1 Elaborate the difference among sociograms, social distance scale and guess who questionnaire in terms of their use.


Q. 2 Describe the terms of stress and anxiety for test. As a teacher what measures you suggest to reduce the test anxiety of the students.


Q. 3  Write down learning outcomes for any unit of English for  10th class and develop an easy type test item with rubric, 5 multiple choice questions and 5 short questions for the written learning outcomes.


Q. 4  a) Suggest measures to reduce cultural bias in the test? 


Q. 5  Give the characteristics of normal curve, also discuss its uses in educational assessment?

Tuesday, April 6, 2021

Elementary Education in Pakistan and comparison with Elementary Education in India and Bangladesh | Elementary Education | aiou solved assignment | Course Code 8623

  


Q.1 Discuss elementary education in Pakistan and compare it with elementary education in India and Bangladesh.

Course: Elementary Education 
Course Code 8623

Topic: Elementary Education in Pakistan and comparison with Elementary Education in India and Bangladesh

AIOU Solved Assignment
Semester: Autumn/Spring

B.Ed/Bacherlors in Education /Masters in Education / PHD in Education 

BEd / MEd / M Phil Education

ASSIGNMENT Course Code 8623

Course: Elementary Education

Answer:


Elementary Education in Pakistan and Comparison with Elementary Education in India and Bangladesh.

 

There has been much talk and debate regarding quality education in Pakistan. Ironically, theyall revolve around mostly the types, sources and content of education instead of stages,particularly the most crucial and decisive stage i.e., elementary education.

 

 

There has been little progress in recent years in developing new and existing programmes for adolescent learners in government schools at elementary level. Exploratory programmes,counseling programmes and health and physical education programmes are being cut back ingovernment schools.

 

 

The education has been narrowed down to teaching of rote-skills andtransmission of knowledge. This mere imitation and content-centred elementary education hasshortchanged the area of personnel development of the learners.

 

 

This fact of failure ofgovernment elementary education has been put in the back burner in the face of doing what is

easier and less costly, but the negation of various ongoing sustained social changes experiencedby the emerging learners has become the practice of the day. These social changes are:


  • The family pattern of a mother at home and a father working is increasingly hanging.
  • The suicide rate in teenagers are increasing due to different pressures.
  • It is estimated that pre and early adolescents spend one third of their waking hours in watching television, surfing social websites on internet and playing online games.
  • 75 per cent of all advertising is aimed at promoting mobile brands, mobile networks and mobile packages.
  • Lack of a stable home is a big contributor to delinquency.


The elementary level is comprised of the students with most impressionable age group wherevarious social changes make indelible prints on their minds. These years represent the lastchance for the students to master basic skills, lasting attitude towards learning and assertionof self and individualistic differences. Success at elementary school, or the future life, can bedetermined and predicted for this age group.

 

 

The associations such as The National Middle School Association, Pakistan Montessori Council,and Pakistan Elementary Teachers Association are striving for a balanced elementary curriculum by organising frequent conferences and workshops for the educators who are engaged in imparting basic education. However, the government should patronise the associations and educational organisations by allocating a large part of budget.

 

Moreover, the government educationist and administrative authorities should make sure that the content is cognitive learning oriented. It must be diversified and exploratory based on real life situations and indigenous experiences.

 

Consequently, it could enhance the development of problem solving skills and reflectivethinking process among the students. This would also help the students to acknowledge and appraise their own interests and talents. The areas of curriculum concerned with basic skills logical, sequential and analytical should be taught through an entertaining pedagogy.

 

Other areas of curriculum like social, moral, emotional, and physical should be developed through integrative approach towards prevalent social issues and factors.

In short the elementary level education and knowledge must mirror the immediate culture, ethnicity, ideology and local socio-economic groups so that the students can relate themselves and concretize their knowledge coupled with critical sense.

 

 

Besides, this will assist the student to comprehend what he is and help him realise his concepts, responsibilities, identities, abstractions and attitude towards society. Instead of departmentalization of subjects there should be coordination and inter-disciplines trend among them.

 

 

Doubtlessly the teacher’s role is indispensible in modern pedagogy where the teacher is more a personal guide, a facilitator of learning, and a coordinator. The teachers should be trained to practice the methods of instruction which involve open and individual directed learning by accentuating modernly designed arrangements, collaborative work, and respecting individual differences among the students. The list of dos and don’ts is long. However, the ground reality demands more implementation than mere suggestions, planning, revising, and updating the aspects of elementary education.

 

 

Pakistan is definitely poorer in education and development than India. While their per capita incomes are not that different, $1,550/person for India and $1,260/person for Pakistan, the economic development, educational resources, and social structure are very different. To some extent India seems like an almost-first-world country of perhaps 200 million, including a significant wealthy elite, a large and stable middle class, and employed working class people.

 

 

Then there are almost a billion basically destitute people subsisting on a dollar or two a day in vast slums and tiny rural villages. Pakistan, on the other hand, is horribly divided, with a much smaller but very rapidly increasing population of around 187 million people, and a quite small elite of landowners and other very wealthy people, a very small and not growing middle class, a large and precarious working class, including lots of farm workers under the control of the landowners. There is only one giant city, Karachi, with major slums.


Pakistan lacks industry and significant educational institutions above the secondary school level. I visited a medical college that reminded me in many ways (age of building, lab equipment, library size) of my elementary school in the US in the fifties. The people I visited, in the upper middle professional class, were all planning their emigration, and have since left.

 

 

Teaching and learning approaches

As this course requires research and study skills, Student Teachers will have to work independently and in groups to locate resources and do comparative analyses. The faculty will give lectures on some concepts, such meaning, history, and methods of comparative analyses, in an interactive way. Student Teachers will maintain a reflective journal throughout the course and will trace their development as critical consumers of knowledge.

 

Primary Education

The Bangladeshi education system is unusually complex in that primary, middle, senior and tertiary education are oriented towards general, marsh (religious) or technical / vocational preferences Even private schools and universities are heavily subsidized – in fact the constitution decrees that children between ages 6 and 10 shall pay nothing.

 

To complicate things further, local education is controlled by a hierarchy of school boards. The first phase, fully free primary school lasts for 5 years, typically between ages 6 and 10.

 

 

Middle Education

Pupils aged approximately 11 years of age enter junior secondary school. This is a critical phase in their young lives, for here they must confirm an educational choice that may dictate their futures irrevocably.

 

 

Secondary Education

Those who choose to complete the last 2 of their 10 school grades at general secondary schools may specialize in humanities, science or commerce to mention but a few. At the end of this they may write a secondary school certificate examination supervised by no less than 7 school boards. Alternatively, they may elect to follow the madras religious education route that culminates in a different series of similar level tests.

 

 

Vocational Education

Other students switch across to vocational training institutes or technical training centers administered by the ministry of education and the ministry of labor and employment respectively. Choices here are between longer-term professional certification and shorter term job-specific orientation.

 

 

Tertiary Education

Students who stay either course have choices once again. These include writing their higher secondary education certificate after 2 more years at a technical / poly technical institute where they hone their practical skills further.

 

Alternatively, they may enter one of many private or state-funded universities for 5 years of undergraduate study. Pune city is our new emerging IT center. It is also included in the smart city projects and there are infrastructure projects going on there, too. There are more such cities coming up like Bangalore, Hyderabad, Ahmedabad (Karnavati) etc.

 

 

 

·         Our forex reserves are 400 billion USD. Know how much that is? If Pakistan were acommodity, we'd have bought it, still have enough left to spend twice on our defence and then yet have another 10 billion left. I'm only giving you an idea about the amount.IT sectorof India generates over $155 billion (I'm willing to bet that's an old figure). Pakistan is around $5 billion. Clearly no match, India is a giant.

 

·        No comparison in space technology, we are 50 years ahead. We can independently launch satellites. We've successfully sent missions to Moon and Mars. We have developed independent human spaceflight capability (I'm currently not able to find the source. I'll include it), but it was not included in government’s 2012–17 five year plan.

 

·         Pakistan aims for indigenous satellite-launching capability by 2040. By then, we’ll probably be 80 years ahead of Pakistan, with at least two successful missions to the Sun, two to the Alpha Centauri (yeah, we’re going interstellar), probably with a successful 5th unmanned and 3rd manned mission to Moon, a second or third visit to Mars (this time with a lander instead of just an orbiter), a visit to Venus and a worldwide coverage of IRNSS, if not more. Yeah, our future in space is very bright, because ISRO is really fast in delivering output and we’ve the most cost-effective space program in the world.




Related Topics of 

Course: Elementary Education (8623) 

Part 1

Q.1 Discuss elementary education in Pakistan and compare it with elementary education in India and Bangladesh.



Q.3 Elaborate the theories of personality development by focusing on the role of family in the personality development of a child.


Q.4 Explain the concept of physical fitness .Also state the purpose of physical and health education suggest ways to integrate health education into other.


Q.5 Discuss technique of questioning the development of higher mental processes from teachers as well as pupils point of view.



Part 2


Q. 1 Elaborate the difference among sociograms, social distance scale and guess who questionnaire in terms of their use.


Q. 2 Describe the terms of stress and anxiety for test. As a teacher what measures you suggest to reduce the test anxiety of the students.


Q. 3  Write down learning outcomes for any unit of English for  10th class and develop an easy type test item with rubric, 5 multiple choice questions and 5 short questions for the written learning outcomes.


Q. 4  a) Suggest measures to reduce cultural bias in the test? 


Q. 5  Give the characteristics of normal curve, also discuss its uses in educational assessment?

Thursday, February 4, 2021

Difference among sociograms, social distance scale | Teacher Education | aiou solved assignment | Course Code 8602

Q 1: Elaborate the difference among sociograms, social distance scale, and guess who questionnaire in terms of their use.

CourseEducational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 

Answer:

A sociogram is a visual representation or map of the relationships between individuals. Learn more about sociograms from examples and test your knowledge with a quiz.

Definition of Sociogram


Suppose you are a seventh-grade teacher. There are ten students in your classroom: Mike, Olivia, Connor, Tracy, Lena, Darren, James, Tiona, Lisa, and Taylor. You notice that your male and female students have not been getting along well in recent weeks. You are interested in looking at the relationships between your students to help you understand what is going on in your classroom. 


One method that can help you examine relationships is creating a sociogram.


A sociogram is a visual depiction of the relationships among a specific group. The purpose of a sociogram is to uncover the underlying relationships between people. A sociogram can be used to increase your understanding of group behaviors.


How Do You Create a Sociogram?


Before you begin to create a sociogram of the students in your classroom, you must first come up with a criterion, which is what you want to measure. The criterion that you use is usually some question about a specific type of social interaction. A criterion can be either positive or negative.


Positive criteria are those that ask the students to choose something that they either enjoy or would like to participate in with others. Negative criteria ask students to choose something that they would not enjoy. Negative criteria are used to discover resistance or rejection in interpersonal relationships.


Examples of positive criteria that can be used to create a sociogram are:


  • Which three classmates would you most like to go on a vacation with?
  • Which three classmates are your best friends?
  • Which three classmates do you like the most?

Examples of negative criteria that can be used to create a sociogram are:


  • Which three classmates would you least enjoy going on a vacation with?
  • Which three classmates do you like to be around the least?
  • Which three classmates would you least like to be stranded on an island with?
Once your students have all answered the question, you tabulate the results and use them to create a sociogram. Sociologist R.E. Park (1923) coined the term social distance for the first time while describing the observed fact that the kinds of situations in which contact occurs between a dominant group and subordinates vary in their degree of intimacy, from Kinship by marriage, residence in the same neighborhood, work in the same occupation to absolutely no contact.


Emory Bogardus, an eminent sociologist at the University of Southern California in 1942 developed a scale for measuring the social distances among various groups in the United States. It was further given prominence by Katz and Allport under the able guidance of Gallet and Bogardus.


Bogardus was interested in measuring racial attitudes, and attitudes of people towards different races, towards different nationalities and comparing them through his social distance scale. The procedure for the construction of the scale is as follows:

The investigator first formulates various statements indicating different degrees of acceptance or rejection of the group.

The subject has to indicate how close or how far away he is from the members of the other group. A distance is measured by these statements which are basically psychological. A favorable attitude is indicated by closeness and an unfavorable attitude is indicated by distance. The greater the distance the greater the unfavorable attitude and the less the distance the greater the favorable attitude.



The psychological distance is progressively increased in the scale as one proceeds from the first to
the last statement starting from close kinship by marriage to exclusion from the country. Bogardus thus asked the respondents to indicate to which of the following steps they would admit members of the various groups in the United States of America.


Guess who questionnaire in terms of their use


This worksheet includes prompt questions to help students play the game 'Guess Who?'. It is for the beginner level. The worksheet includes short questions and descriptions of people. It is to help students complete a meaningful speaking activity where they have to guess the identity of their partner's character based on questions about their appearance. The game can be played with 2 or more players.




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Saturday, January 9, 2021

The procedure for development of multiple choice tests items and assembling the test prepare ten multiple choice items from subject of your choice | Teacher Education | aiou solved assignment | Course Code 8602

Q 5:  Briefly describe the procedure for the development of multiple-choice test items assemble the test and prepare ten multiple-choice items from the subject of your choice.

CourseEducational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 

Answer:

Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:

Versatility: 

Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation. Because students are choosing from a  set of potential answers, however, there are obvious limits on what can be tested with multiple-choice items. For example, they are not an effective way to test students’ ability to organize thoughts or articulate explanations or creative ideas.


Reliability: 

Reliability is defined as the degree to which a test consistently measures a learning outcome. Multiple-choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. The reliability is enhanced when the number of MC items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague the scoring of essay questions.


Validity: 

Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple-choice item much more quickly than an essay question, tests based on multiple-choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment. The key to taking advantage of these strengths, however, is the construction of good multiple-choice items.


A multiple-choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.



Constructing an Effective Stem

1. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome. A stem that does not present a clear problem, however, may test students’ ability to draw inferences from vague descriptions rather than serving as a more direct test of students’ achievement of the learning outcome.




2. The stem should not contain irrelevant material, which can decrease the reliability and the validity of the test scores (Haldyna and Downing 1989)


3. The stem should be negatively stated only when significant learning outcomes require it. Students often have difficulty understanding items with negative phrasing (Rodriguez 1997). If a significant learning outcome requires negative phrasing, such as the identification of dangerous laboratory or clinical practices, the negative element should be emphasized with italics or capitalization.



4. The stem should be a question or a partial sentence. A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988). The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.






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Saturday, January 2, 2021

Compare the Blooms taxonomy with SOLO Taxonomy of educational objectives. | Teacher Education | aiou solved assignment | Course Code 8602

     


Q 4:  Compare Bloom's taxonomy with the SOLO Taxonomy of educational objectives.


CourseEducational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 

Topic: Bloom taxonomy with SOLO Taxonomy of educational objectives


Answer:

The reasons why we prefer to use SOLO Taxonomy


The SOLO Taxonomy (Biggs & Collis, 1982), provides a measure of cognitive learning outcomes or understanding of thinking, that, in my experience, teachers have felt comfortable adopting. This hierarchical model is comprehensive, supported by objective criteria, and used across different subjects and on differing types of assignments (Hattie & Purdie, 1998). 
Teachers enjoy the way that SOLO represents student learning of quite diverse material in stages of ascending structural complexity, and that these stages display a similar sequence across tasks. Furthermore, surface or deep levels of understanding can be planned for and assessed by coding a student’s thinking performance against unstructured, multi-structural, relational, or extended abstract categories, as shown in Table 1. Using visual symbols to represent levels of understanding in SOLO means that coding for the complexity of thinking can be undertaken by both student and teacher, allowing “where should we go next?” decisions and thinking interventions to more accurately target student learning needs. Hook, P. 2006 A Thinking Curriculum NZCER p100


Notes from Professor John Hattie

Course 224: Assessment in the Classroom (The University of Auckland)
"Creating best tests using Bloom's taxonomy or the SOLO classification."


Critique of Bloom's taxonomy

The taxonomy was published in 1956, has sold over a million copies, has been translated into several languages, and has been cited thousands of times.  The Bloom taxonomy has been extensively used in teacher education to suggest learning and teaching strategies, has formed the basis of many tests developed by teachers (at least while they were in teacher training), and has been used to evaluate many tests.  It is thus remarkable that the taxonomy has been subject to so little research or evaluation.

Most of the evaluations are philosophical treatises noting, among other criticisms, that there is no evidence for the invariance of these stages, or claiming that the taxonomy is not based on any known theory of learning or teaching.

▪  The Bloom taxonomy presupposes that there is a necessary relationship between the questions asked and the responses to be elicited, whereas, in the SOLO taxonomy, both the questions and the answers can be at differing levels.

Whereas Bloom separates 'knowledge' from the intellectual abilities or processes that operate on this 'knowledge', the SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts.  Knowledge, therefore, permeates across all levels of the SOLO taxonomy.

▪  Bloom has argued that his taxonomy is related not only to complexity but also to an order of difficulty such that problems requiring behavior at one level should be answered more correctly before tackling problems requiring behavior at a higher level. Although there may be measurement advantages to this increasing difficulty, this is not a necessary requirement of the SOLO method. It is possible for an item at the relational level, for example, to be constructed so that it is less difficult than an item at the unstructured level. For example, an item aiming to elicit relational responses might be 'How does the movement of the Earth relative to the sun define day and night'. This may be easier (depending on instruction, etc.) than a unstructured item that asks 'What does celestial rotation mean?'

▪  Bloom’s taxonomy is not accompanied by criteria for judging the outcome of the activity (Ennis, 1985), whereas SOLO is explicitly useful for judging the outcomes. Take, for example, a series of art questions suggested by Hamben (1984).

Knowledge

Who painted Guernica?

Comprehension. 

Describe the subject matter of Guernica.
Application. 
Relate the theme of Guernica to a current event.

Analysis. 

What compositional principles did Picasso use in Guernica?

Synthesis. 

Imagine yourself as one of the figures in Guernica and describe your life history?

Evaluation. 

What is your opinion of Picasso’s Guernica?

When using Bloom’s taxonomy, the supposition is that the question leads to a particular type of Bloom response. There is no necessary relationship, however, as a student may respond with a very deep response to the supposedly lower-order question: 'Describe the subject matter of Guernica?' Similarly, a student may provide a very surface response to 'What is your opinion of Picasso’s Guernica'? When using the SOLO taxonomy, either the questions would be written differently, or the test scorer would concentrate on classifying the responses only. An example of re-writing to maximize the correspondence between the question asked and the answer expected is:

Unistructural. 

Who painted Guernica?

Multistructural. 

Outline at least two compositional principles that Picasso used in Guernica.

Relational. 

Relate the theme of Guernica to a current event.

Extended Abstract. 

What do you consider Picasso was saying via his painting of Guernica?

Advantages of the SOLO model for evaluation of student learning

▪  There are several advantages of the SOLO model over the Bloom taxonomy in the evaluation of student learning.

▪  These advantages concern not only item construction and scoring, but incorporate features of the process of evaluation that pay attention to how students learn, and how teachers devise instructional procedures to help students use progressively more complex cognitive processes.

▪  Unlike the Bloom taxonomy, which tends to be used more by teachers than by students, the SOLO can be taught to students such that they can learn to write 
progressively more difficult answers or prompts.

▪  There is a closer parallel between how teachers teach and how students learn.

▪  Both teachers and students often progress from more surface to deeper constructs and this is mirrored in the four levels of the SOLO taxonomy.

▪  There is no necessary progression in the manner of teaching or learning in the Bloom taxonomy.

▪  The levels can be interpreted relative to the proficiency of the students. Six-year-old students can be taught to derive general principles and suggest hypotheses, though obviously to a different level of abstraction and detail than their older peers. Using the SOLO method, it is relatively easy to construct items to assess such abstractions.

▪  The SOLO taxonomy not only suggests an item writing methodology, but the same taxonomy can be used to score the items. The marker assesses each response to establish either the number of ideas (one = unstructured; _ two = multi-structural) or the degree of interrelatedness (directly related or abstracted to more general principles). This can lead to more dependability of scoring.

▪  Unlike the experience of some with the Bloom taxonomy it is relatively easy to identify and categorise the SOLO levels.

▪  Similarly, teachers could be encouraged to use the 'plus one' principle when choosing appropriate learning material for students. That is, the teacher can aim to move the student one level higher in the taxonomy by appropriate choice of learning material and instructional sequencing


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Friday, September 4, 2020

Explain the cognitive domain of Bloom’s Taxonomy of education objective | Teacher Education | aiou solved assignment | Course Code 8602

    


Q 4:  a) Explain the cognitive domain of Bloom’s Taxonomy of education objective.

CourseEducational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 

Answer:


Cognitive Domain of Bloom’s Taxonomy

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training,   and learning processes.




The Three Domains of Learning



The committee identified three domains of educational activities or learning (Bloom, et al. 1956):

  • Cognitive: mental skills (knowledge)
  • Affective: growth in feelings or emotional areas (attitude or self)
  • Psychomotor: manual or physical skills (skills)


Since the work was produced by higher education, the words tend to be a little bigger than we normally use.  Domains may be thought of as categories. 



Instructional designers, trainers, and educators often refer to these three categories as KSA (Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.  While the committee produced an elaborate compilation of the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills at the college level. However, there have been at least three psychomotor models created by other researchers.




Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and some other systems or hierarchies have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.




Cognitive Domain


The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive processes, starting from the simplest to the most complex (see the table below for an in-depth coverage of each category):

  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation


The categories can be thought of as degrees of difficulty. That is, the first ones must normally be mastered before the next one can take place.



Bloom's Revised Taxonomy



Lorin Anderson, a former student  of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):


  • changing the names in the six categories from noun to verb forms
  • rearranging them as shown in the chart below
  • creating a processes and levels of knowledge matrix

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