ASSESSMENT TOOL 22-23.pptx
- 2. AGENDA P R E S E N TAT I O N T I T L E Introduction Primary goals Areas of growth Timeline Summary 2
- 3. INTRO- DUCTION P R E S E N TAT I O N T I T L E At Contoso, we empower organizations to foster collaborative thinking to further drive workplace innovation. By closing the loop and leveraging agile frameworks, we help businesses grow organically and foster a consumer-first mindset. 3
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- 7. WHY IS IT IMPORTANT TO ASSSESS TAKUM A HAYASHI P r e s i d e n t M IRJAM NILSSON C h i e f E x e c u t i v e O f f i c e r FLORA BERGGREN C h i e f O p e r a t i o n s O f f i c e r RAJESH SANTOSHI V P M a r k e t i n g 7
- 8. TAKUM A HAYASHI P r e s i d e n t M IRJAM NILSSON C h i e f E x e c u t i v e O f f i c e r FLORA BERGGREN C h i e f O p e r a t i o n s O f f i c e r 8
- 9. TAKUM A HAYASHI P r e s i d e n t M IRJAM NILSSON C h i e f E x e c u t i v e O f f i c e r FLORA BERGGREN C h i e f O p e r a t i o n s O f f i c e r 9
- 10. TAKUM A HAYASHI P r e s i d e n t M IRJAM NILSSON C h i e f E x e c u t i v e O f f i c e r FLORA BERGGREN C h i e f O p e r a t i o n s O f f i c e r 1 0
- 11. TAKUM A HAYASHI P r e s i d e n t M IRJAM NILSSON C h i e f E x e c u t i v e O f f i c e r FLORA BERGGREN C h i e f O p e r a t i o n s O f f i c e r 11
- 12. TAKUM A HAYASHI P r e s i d e n t M IRJAM NILSSON C h i e f E x e c u t i v e O f f i c e r FLORA BERGGREN C h i e f O p e r a t i o n s O f f i c e r 1 2
- 15. The basis of the pyramid is Knowledge, the first level of learning. Above it lies Comprehension, Application, Analysis, Synthesis and Eva luation. Each level above builds upon the one below, so you can What is Blooms Taxonomy? Blooms Taxonomy attempts to classify learning stages from remembering facts to creating new ideas based on the acquired knowledge. The idea of Blooms Taxonomy is that learning is a consecutive process. Before applying a concept in real life, we must understand it. Before we understand a concept, we must remember the key facts related to it. Therefore, although initially described as a framework, it is now often depicted as a pyramid.
- 16. Original Blooms Taxonomy The original taxonomy was first described in 1956 in the book Taxonomy of Educational Objectives by American educational psychologist Benjamin Bloom and his coauthors Max Englehart, Edward Furst, Walter Hill, and David Krathwohl. Their book classifies learning goals into one of the categories mentioned above (from Knowledge to Evaluation)
- 18. To provide learners with clearer instructional goals, a group of researchers led by Blooms colleague David Krathwohl and one of Blooms students, Lorin Anderson, revised the taxonomy in 2001. Revised Blooms Taxonomy
- 21. P R E S E N TAT I O N T I T L E 2 1
- 22. In the new variant, nouns were replaced by action verbs. Also, the two highest levels of the taxonomy were swapped. The new learning stages are Remember, Understand, Apply, Analyze, Evaluate and Create. The authors also defined cognitive processes associated with these instructional goals. For example, the ability to remember requires recognizing and recalling. Blooms Taxonomy levels Lets take a closer look at each learning stage, based on the book describing the revised framework A Taxonomy For Learning, Teaching and Assessing by Krahtwohl and Anderson. The authors recommend reading the name of each learning category as though preceded by the phrase The student is able to or The student learns to
- 23. 1. Remember This stage of learning is about memorizing basic facts, dates, events, persons, places, concepts and patterns. At this level, educators might ask learners simple questions like: What are the most spoken languages of Latin America? What is the chemical formula of water? Who was the first president of the United States? The associated cognitive processes, as already noted, are: Recognizing means locating knowledge in long-term memory related to presented material (e.g., recognizing the dates of important historical events). Recalling is retrieving knowledge from long-term memory
- 24. 1. Remember The remembering level forms the base of the Bloom's Taxonomy pyramid. Because it is of the lowest complexity, many of the verbs in this section are in the form of questions. You can use this level of questioning to ensure that students learned specific information from the lesson. What do you remember about _____? How would you define_____? How would you identify _____? How would you recognize _____? Define Define mercantilism. Who Who was the author of "Billy Budd?" What What is the capital of England? Name Name the inventor of the telephone. List List the 13 original colonies. Label Label the capitals on this map of the United States. Locate Locate the glossary in your textbook. Match Match the following inventors with their inventions. Select Select the correct author of "War and Peace" from the following list. Underline Underline the noun.
- 25. 2. Understand At this point, learners might be asked to explain a concept in their own words, describe a mathematical graph or clarify a metaphor. The processes associated with understanding are: Interpreting implies changing from one form of representation to another. It might be transforming numerical information into verbal. Exemplifying is finding a specific illustration of a concept or principle. It may be giving several examples of Suprematist paintings. Classifying is determining a category of something. An example is the classification of mental disorders. Summarizing means retrieving a general theme of significant points (e.g., writing a short summary of a story). Inferring is drawing a logical conclusion from given information. It may be formulating grammatical principles of a foreign language from the presented examples. Comparing is finding correspondences between two ideas or objects (e.g., comparing historical events to their contemporary analogues). Explaining is constructing a cause-and-effect model of a system, for example, explaining the causes of the French Revolution.
- 26. 3. Apply Now, its time to use learned facts and abstractions in new contexts and particular situations. For example, students might be asked to discuss phenomena described in one scientific paper using terms and concepts of another paper. The processes of cognition corresponding to this stage are: Executing is applying a procedure to a familiar task (e.g., calculating the root of a number). Implementing is about applying a procedure to an unfamiliar task (e.g., using Newtons Second Law in a
- 27. 4. Analyze At this level, students are supposed to break down concepts and examine their relationships. For instance, they might be asked to recognize the genre of a painting or describe the leading causes of the Great Depression. The three particular processes associated with this stage are: Differentiating means distinguishing important from unimportant parts of presented material (e.g., distinguishing between relevant and irrelevant numbers in a mathematical word problem). Organizing involves identifying how elements fit or function within a structure (e.g., finding the hypothesis, method, data and conclusion in a research report). Attributing means determining a point of view, bias, values, or intent underlying presented material. An example would be to identify the authors point of view of an essay.
- 28. 5. Evaluate In this stage, learners are expected to use their knowledge and skills to appraise a situation, justify their stand or criticize others opinions. They should be able to point out logical fallacies in arguments or compare a work to the highest standards in its field. They might be asked, for example: In your opinion, is online piracy ethical? Do you consider jazz music to be high art? What are the most absurd arguments against vegetarianism? Evaluating is divided into checking and critiquing. Checking means detecting inconsistencies or fallacies in a process or product. For example, its determining if a scientists conclusions follow from observed data. Critiquing involves finding inconsistencies between a product and external criteria. For instance, its judging which of two methods is the best for solving a problem.
- 29. 6. Create This is the most complex stage of the learning process and the top of the revised Blooms Taxonomy. At this level, learners combine known patterns, ideas and facts to create original work or formulate their solution to a problem. They might be asked to compose a song, rewrite a story in another setting or formulate a hypothesis and propose a way of testing it. The three associated cognitive processes are: Generating involves coming up with alternative hypotheses based on criteria. An example might be devising multiple solutions for a social problem. Planning is about coming up with a procedure for completing a task (e.g., preparing an outline of an article). Producing means inventing a product (e.g., writing a short story that takes place during the American Revolution).
- 30. Business opportunities are like buses. There's always another one coming. Richard Branson
- 31. SUMMARY P R E S E N TAT I O N T I T L E At Contoso, we believe in giving 110%. By using our next-generation data architecture, we help organizations virtually manage agile workflows. We thrive because of our market knowledge and great team behind our product. As our CEO says, "Efficiencies will come from proactively transforming how we do business." 3 1