use it make a difference for others. Assessing learning requires performance and the components of that performance can be found in Bloom’s Revised Taxonomy, Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon. Three domains of learning have been identified and in designing the most
The Bloom’s Taxonomy consists six developmental classes, namely knowledge, comprehension, application, analysis, synthesis, and evaluation. The first phase in the taxonomy focuses on the acquisition of knowledge along with which the students memorise, recall, list, and repeat the information (Krathwohl, 2002). The second tier consists of
In this case the evaluation of current materials is of great importance as an inappropriate choice may waste funds and time and it will impose a demotivating effect on students and possibly other colleagues. The second scenario concerns teachers working with materials
language conventions. In contrast to written corrective feedback, other types of feedback address different aspects and/or features of writing than correctness or incorrectness. In the case of argumentative writing, for instance, feedback may be provided in the form of suggestions for possible improvements. As a case in point, a writing instructor could suggest that student writers strengthen their arguments by adding supportive evidence. Similarly, feedback could be given by raising questions, thus