Question No 42: In the revised taxonomy, why does "Evaluating" come before "Creating" in the hierarchy of cognitive functions?
Answer: "Evaluating" precedes "Creating" because it is often a necessary step in assessing and critiquing information before generating something new. It reflects the importance of critical analysis in the creative process.
Question No 43: How does the revised taxonomy impact the way educators design learning objectives and assessments?
Answer: The revised taxonomy encourages educators to create more engaging and active learning objectives that involve higher-order thinking skills, such as analysis, evaluation, and creation. It also influences the design of assessments to align with these cognitive processes, promoting deeper learning and understanding.
Question no 44: Can you explain the primary role of objectives in education?
Answer: The primary role of objectives in education is to set a clear and defined path for the instructional process, guiding teachers, students, and other stakeholders in understanding the desired learning outcomes.
Question no 45: How do objectives serve as a foundation for educational assessment?
Answer: Objectives outline specific performance criteria that are used to assess the extent to which students have met the learning objectives. This ensures that assessment is aligned with instructional goals.
Question no 46: Why are objectives essential in communicating educational intent?
Answer: Objectives play a crucial role in conveying the intent of instruction to various parties, including students, parents, other educational institutions, and the wider public. They help set clear expectations and standards for what students are to achieve.
Question no 47: How are objectives framed in terms of actions to be taken?
Answer: Objectives are often action-oriented, detailing precisely what students should do. Specific objectives specify actions to be taken, while general objectives provide overall guidance without specifying actions as explicitly.
