2nd

• Taxonomic system


  Devised by Bloom, Englehart, Furst, Hill, and Krathwohl (1956) for categorizing objectives of learning according to a hierarchy of behaviors

  
• Taxonomy


  The ordering of these behaviors based on their type and complexity
• Taxonomy


  • Pertains to the level of knowledge to be learned, the kind of behaviors most relevant and attainable for an individual learner or group of learners, and the sequencing of knowledge and experiences for learning from simple to the most complex
• Based on the original work of Bloom and his colleagues (1956), Anderson et al. (2001) proposed a revision to this initial taxonomy for learning, teaching, and assessing behaviors

  
• Goal


  The final outcome to be achieved at the end of the teaching and learning process
• Learning outcomes


  Also commonly referred to as goals, are global and broad in nature and are long-term targets for both the learner and the teacher
• Objectives


  Specific, single, concrete, one-dimensional behavior that are short term and should be achieved at the end of one teaching session, or shortly after several teaching sessions
• Objectives lead step by step to the more general, overall long-term goal
• Objective


  Describes a performance that learners should be able to exhibit before they are considered competent
• Objectives must be observable and measurable for the educator to be able to determine whether they have been met by the learner
• Objectives are derived from a goal and must be consistent with and related to that goal