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ERIC Number: ED436524
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
Evaluation of First-Year Teachers' Lesson Objectives by Bloom's Taxonomy.
Sultana, Qaisar; Klecker, Beverly M.
This study examined the lesson plans of 67 teacher interns in Kentucky to determine whether their lesson objectives were concentrated to develop higher order thinking in their students. Copies of the first lesson plans submitted by first-year teachers in one large Kentucky school system for a 3-year period (1995-98) were the data source for the study. Two researchers categorized the data into cognitive levels using B. Bloom's taxonomy. Data analysis found that 41.3 percent of the new teachers' lesson objectives were at the knowledge level, the lowest cognitive level. Only 3.2 percent of the teachers' lesson objectives were at the highest level, evaluation. About 19 percent of the objectives were at the comprehension level, the second lowest level of the taxonomy. The third lowest level of the hierarchy, application, was at 16.7 percent. The next level of the taxonomy, analysis, was at 10.3 percent. The remaining 9.5 percent of the objectives were at the synthesis level, which is the second highest level of the hierarchy. The data from this study indicated that the first-year teachers in this school district were aiming their teaching primarily at the lowest cognitive level. The importance of developing higher-level thinking skills is discussed. The study points out that, in order for new teachers to be able to teach higher-order thinking skills, these skills must be developed in teacher education candidates. Two tables highlight lesson objective ratings and percentages of objectives by Bloom's taxonomy of cognitive levels. (Contains 14 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky