Designing Middle and High School Instruction and Assessment
Using the Cognitive Domain
- John L. Badgett - Slippery Rock University of Pennsylvania
- Edwin P. Christmann - Slippery Rock University, USA
"This is the only book that takes a step-by-step approach to student assessment at the middle and secondary school levels. This book is a unique contribution to the field of evaluation and assessment."
—John Hoyle, Professor of Educational Administration
Texas A&M University
Create objectives and assessments that tap into all levels of Bloom's Taxonomy!
While today's curriculum is largely driven by standards, many teachers find the lack of specificity in the standards to be confounding and even intimidating. Now this practical book provides middle and high school teachers with explicit guidance on designing specific objectives and developing appropriate formative and summative assessments to guide instruction.
The authors present an accessible model for developing unit and daily lesson plan objectives based on state and national content standards. Providing detailed examples for each level of Bloom's Taxonomy, including synthesis and evaluation, the book covers the major forms of assessment that allow teachers to measure students' understanding and mastery of the objectives. Teachers will learn how to:
- Unwrap state and national standards
- Understand how objectives and test items provide evidence of a particular level of knowledge
- Write measurable objectives for unit and daily lesson plans
- Develop appropriate assessments in the content areas
This easy-to-follow resource gives teachers the tools to write specific, standards-based objectives and find the perfect assessments to measure their students' progress!
“This is the only book that takes a step-by-step approach to student assessment at the middle and secondary school levels. This book is a unique contribution to the field of evaluation and assessment.”
Loved it and feel that it will be very practical for our teachers.
Sample Materials & Chapters
Chapter 1: Deconstructing the Standards