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An Educological Taxonomy of Intended Learning Outcomes
Paperback
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ISBN13: 9798882570315
Publisher: Independently Published
Published: Feb 23 2024
Pages: 220
Weight: 0.72
Height: 0.50 Width: 6.00 Depth: 9.00
Language: English
Publisher: Independently Published
Published: Feb 23 2024
Pages: 220
Weight: 0.72
Height: 0.50 Width: 6.00 Depth: 9.00
Language: English
The field of phenomena which is denoted by the term education is one in which
(1) someone plays the role of teacher and teaches,
(2) someone plays the role of student and studies intentionally under guidance,
(3) some content (some fund of knowledge and/or some range of knowing),
(4) in some setting (physical, social and cultural),
(1) someone plays the role of teacher and teaches,
(2) someone plays the role of student and studies intentionally under guidance,
(3) some content (some fund of knowledge and/or some range of knowing),
(4) in some setting (physical, social and cultural),
(5) for the purpose that the students learn intentionally under guidance some prescribed range of knowing,
(6) as specified by some intended learning outcome.
An intended learning outcome is a statement which specifies some range of knowing that students are expected and/or required to learn intentionally under guidance from having studied intentionally under guidance some content in some setting.
Knowing is a learned cognitive state of mind which enables us to perform
(1) with intentionality, competence, consistency and justified confidence,
(2) in relation to some state of affairs (some object of knowing),
(3) in relation to some criteria (some set of standards or rules of competence) and
(4) in relation to achievement of some desired outcome.
Knowing always exists as a combination of some kind, level and form of knowing. Forms of knowing are the ways in which we can express our knowing (linguistically, emotionally, imaginally, physiologically, physically). Levels of knowing are distinguished with respect to the degrees of competence. At least four levels of knowing can be distinguished distinguished (novice, intermediate, expert, expert innovator). Kinds of knowing are distinguished with respect to the object of knowing. The object of knowing is the state of affairs (the entities, relations and/ or conditions) in relation to which the knowing is performed. At least four kinds of knowing can be distinguished.
The four kinds of knowing can be arranged into a taxonomy, and the four kinds can be used to make statements of intended learning outcomes. An adequately stated intended learning outcome takes the form
Students are intended to learn intentionally under guidance
(1) a kind of knowing
(2) at a level of knowing
(3) in a form of knowing
(4) about an object of knowing
and the evidence whether, or to what extent, the students have learned the range of know is
(1) some specified linguistic and/or physical performance and/or
(2) some specified product of a linguistic and/or physical performance
(6) as specified by some intended learning outcome.
An intended learning outcome is a statement which specifies some range of knowing that students are expected and/or required to learn intentionally under guidance from having studied intentionally under guidance some content in some setting.
Knowing is a learned cognitive state of mind which enables us to perform
(1) with intentionality, competence, consistency and justified confidence,
(2) in relation to some state of affairs (some object of knowing),
(3) in relation to some criteria (some set of standards or rules of competence) and
(4) in relation to achievement of some desired outcome.
Knowing always exists as a combination of some kind, level and form of knowing. Forms of knowing are the ways in which we can express our knowing (linguistically, emotionally, imaginally, physiologically, physically). Levels of knowing are distinguished with respect to the degrees of competence. At least four levels of knowing can be distinguished distinguished (novice, intermediate, expert, expert innovator). Kinds of knowing are distinguished with respect to the object of knowing. The object of knowing is the state of affairs (the entities, relations and/ or conditions) in relation to which the knowing is performed. At least four kinds of knowing can be distinguished.
The four kinds of knowing can be arranged into a taxonomy, and the four kinds can be used to make statements of intended learning outcomes. An adequately stated intended learning outcome takes the form
Students are intended to learn intentionally under guidance
(1) a kind of knowing
(2) at a level of knowing
(3) in a form of knowing
(4) about an object of knowing
and the evidence whether, or to what extent, the students have learned the range of know is
(1) some specified linguistic and/or physical performance and/or
(2) some specified product of a linguistic and/or physical performance
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