Instructional Materials, Bloom's Taxonomy, and Assessment in Language Learning

Comprehensive set of 100 vocabulary flashcards covering Instructional Materials development, evaluation principles, Bloom's Taxonomy, lesson planning frameworks, and assessment concepts.

Resource for presentation materials

A role of instructional materials according to Cunningsworth ($1995$) serving as structured presentation content, such as a slide presentation introducing subject-verb agreement rules.

Source of activities for learner practice and communicative interaction

A role of instructional materials according to Cunningsworth ($1995$) providing interactive tasks, such as group discussion task cards for debate.

Reference source for learners

A role of instructional materials according to Cunningsworth ($1995$) providing reference content on grammar, vocabulary, and pronunciation, such as a printed dictionary or grammar reference table.

Source of stimulation and ideas for classroom activities

A role of instructional materials according to Cunningsworth ($1995$) offering creative prompts, such as a short video clip used as a creative writing prompt.

Support for less experienced teachers

A role of instructional materials according to Cunningsworth ($1995$) assisting novice teachers, such as a detailed Teacher's Manual with scripted lesson plans and answer keys.

Engaging (IM Characteristic)

A characteristic of instructional materials (Abao, Alda & Bacus, $2021$) that captures learners' attention and sustains their interest throughout the lesson.

Communicative (IM Characteristic)

A characteristic of instructional materials (Abao, Alda & Bacus, $2021$) that encourages real, meaningful interaction and authentic practice using the target language.

Systematic (IM Characteristic)

A characteristic of instructional materials (Abao, Alda & Bacus, $2021$) organized logically and sequentially to guide learning smoothly from simple to complex.

Didactic (IM Characteristic)

A characteristic of instructional materials (Abao, Alda & Bacus, $2021$) designed explicitly to teach a specific lesson, skill, or academic concept.

Human & Non-human IMs

A characteristic framework (Abao, Alda & Bacus, $2021$) encompassing human agents (teachers, peers) and physical or digital resources.

Well-thought-of (IM Characteristic)

A characteristic of instructional materials (Abao, Alda & Bacus, $2021$) carefully planned and constructed with explicit educational objectives in mind.

Appropriate (IM Characteristic)

A characteristic of instructional materials (Abao, Alda & Bacus, $2021$) suitable for the target learners' age, grade level, cultural background, and linguistic ability.

Responsive (IM Characteristic)

A characteristic of instructional materials (Abao, Alda & Bacus, $2021$) that addresses specific learning needs, diverse learning styles, and background contexts.

Tangible & Non-tangible IMs

Instructional materials encompassing physical objects (printed books, realia) and non-physical tools (apps, software).

Informative IMs

Instructional materials for language learning that function to explain language rules and facts.

Instructional IMs

Instructional materials for language learning designed to guide structured practice.

Experiential IMs

Instructional materials for language learning designed to promote real-world communication.

Eliciting IMs

Instructional materials for language learning designed to draw language out of the student.

Exploratory IMs

Instructional materials for language learning designed to encourage independent discovery.

Material Evaluation

Procedures involving measuring the value of learning materials and making judgments about their effect to guide instructional revisions.

Alignment of Purpose

An evaluation tip ensuring instructional material directly supports and aligns with specific learning outcomes and curriculum standards.

Capacity of the Learners

An evaluation tip assessing whether the complexity, cognitive load, and language level of material match student development.

Localization and Contextualization

An evaluation tip evaluating if content utilizes local, culturally relevant examples reflecting the real-life environment of learners.

Physical Appearance of the Instructional Material

An evaluation tip examining typography, legibility, layout balance, image clarity, and physical/digital durability.

Challenge for Lifelong Learning

An evaluation tip confirming that material fosters critical thinking, self-reflection, and language application beyond the classroom.

Principle 1 of Language Acquisition

A prerequisite for language acquisition is that learners are exposed to a rich, meaningful, and comprehensible input of language in use.

Principle 2 of Language Acquisition

To maximize exposure to language in use, learners need to be engaged both affectively and cognitively in the language experience.

Principle 3 of Language Acquisition

Language learners who achieve positive affect are much more likely to achieve communicative competence than those who do not.

Principle 4 of Language Acquisition

L2 language learners can benefit from using those mental resources which they typically utilize when acquiring and using their L1.

Principle 5 of Language Acquisition

Learners need opportunities to use language to try to achieve communicative purposes.

Principle 6 of Language Acquisition

Language learners can benefit from noticing salient features of the input.

Adaptation of Instructional Materials

The process of modification of the original composition of the material to suit the context of the intended learning.

Cognitive Domain

The domain of educational objectives dealing with mental thinking and knowledge.

Affective Domain

The domain of educational objectives dealing with feelings, attitudes, and values.

Psychomotor Domain

The domain of educational objectives dealing with physical skills and coordination.

Benjamin Bloom

American educational psychologist ($\text{February } 21, 1931 - \text{September } 13, 1999$) who developed the taxonomy of educational objectives and theory of mastery learning.

SMART Objectives

The required characteristics of instructional objectives: Specific, Measurable, Attainable, Realistic, Time-bound.

Instructional Objectives

Objectives that guide teachers in their day-to-day activities.

Knowledge Level (1956 Bloom's)

The lowest level of the $1956$ cognitive domain, defined by recall of information, discovery, observation, listing, locating, and naming.

Knowledge Behavioral Verbs

Verbs used for stating objectives at the knowledge level: define, describe, identify, label, match, name, outline, reproduce, select, and state.

Comprehension Level (1956 Bloom's)

The level in the $1956$ cognitive domain involving understanding, translating, summarising, demonstrating, and discussing.

Comprehension Behavioral Verbs

Verbs used for stating objectives at the comprehension level: convert, defend, distinguish, estimate, explain, extend, generalize, give, infer, paraphrase, predict, rewrite, and summarize.

Application Level (1956 Bloom's)

The level in the $1956$ cognitive domain involving using and applying knowledge, problem-solving methods, manipulating, designing, and experimenting.

Application Behavioral Verbs

Verbs used for stating objectives at the application level: change, demonstrate, discover, manipulate, modify, operate, prepare, produce, relate, show, solve, and use.

Analysis Level (1956 Bloom's)

The level in the $1956$ cognitive domain involving identifying and analyzing patterns, organisation of ideas, and recognizing trends.

Analysis Behavioral Verbs

Verbs used for stating objectives at the analysis level: diagram, differentiate, discriminate, distinguish, illustrate, infer, outline, point out, and separate.

Synthesis Level (1956 Bloom's)

The level in the $1956$ cognitive domain involving using old concepts to create new ideas, design, invention, composing, imagining, inferring, modifying, predicting, and combining.

Evaluation Level (1956 Bloom's)

The highest level in the $1956$ cognitive domain, involving assessing theories, comparison of ideas, evaluating outcomes, solving, judging, recommending, and rating.

Evaluation Behavioral Verbs

Verbs used for stating objectives at the evaluation level: appraise, compare, conclude, contrast, criticize, describe, and discriminate.

Lorin Anderson

Educational theorist who revised Bloom's Taxonomy in $2001$, changing cognitive levels from noun forms to verb forms.

2001 Revised Bloom's Taxonomy

The revised cognitive domain taxonomy that shifted levels from Noun to Verb form and placed 'Create' as the highest cognitive level.

Remember (Revised Bloom's)

The lowest cognitive level in the $2001$ revised taxonomy, defined as recalling facts and basic concepts.

Understand (Revised Bloom's)

A cognitive level in the $2001$ revised taxonomy, defined as explaining ideas or concepts.

Apply (Revised Bloom's)

A cognitive level in the $2001$ revised taxonomy, defined as using information in new situations.

Analyze (Revised Bloom's)

A cognitive level in the $2001$ revised taxonomy, defined as drawing connections among ideas.

Evaluate (Revised Bloom's)

A cognitive level in the $2001$ revised taxonomy, defined as justifying a stand or decision.

Create (Revised Bloom's)

The highest cognitive level in the $2001$ revised taxonomy, defined as producing new or original work.

Knowledge Level Objective (S-V Agreement Example)

"Identify the subject and the verb in a given sentence."

Comprehension Level Objective (S-V Agreement Example)

"Determine the appropriate verb to be used with the given subject in the sentence."

Application Level Objective (S-V Agreement Example)

"Write sentences observing the rules of the subject-verb agreement."

Analysis Level Objective (S-V Agreement Example)

"Distinguish the correct verb in agreement of the given subject."

Synthesis Level Objective (S-V Agreement Example)

"Devise the rules of subject-verb agreement through the given sentences."

Evaluation Level Objective (S-V Agreement Example)

"Discriminate the given sentences in relation to subject-verb agreement."

Teacher's Road Map

A guide that outlines what students need to learn and how it will be done effectively during class time.

Listening (Macroskill)

A language macroskill defined by interpreting, decoding, and receiving audio communication.

Speaking (Macroskill)

A language macroskill involving verbal thoughts, feeling, and using vocabulary, grammar, and pronunciation.

Reading (Macroskill)

A language macroskill involving decoding printed symbols and gaining knowledge.

Writing (Macroskill)

A language macroskill defined by using written symbols and text to express meaning.

Viewing (Macroskill)

An additional macroskill involving perceiving, examining, and interpreting from images and videos.

Teaching as a Profession

The dimension of teaching where educators are trained experts who follow professional standards to guide practice.

Teaching as a Process

An organized, systematic journey planned by the teacher.

Teaching as Imparting

The act of sharing knowledge, skills, and values from the teacher's mind to students.

Teaching as Communication

The process of clear talking and active listening to achieve mutual understanding.

Teaching as Influence

The aspect of teaching that shapes student character, inspires, and changes lives.

Assessment

Activities, testing, interpreting data, and grading to monitor and promote student progress.

Testing

A highly structured snapshot of student achievement, such as exams, quizzes, and state tests.

Lesson Plan

A general outline of teaching goals, learning objectives, and means to accomplish them.

Bridge-In

The 'hook' in a lesson plan designed to interest and engage the learner at the start.

Teaching Content

The curriculum delivered and explored throughout a lesson.

Learning Activities

Integrated strategies used to engage learners in active learning during class.

Relate to Summative Evaluation

A lesson plan component involving feedback from students and peers on the lesson plan.

Detailed Lesson Plan (DLP)

A comprehensive lesson plan for newly-hired teachers with no prior experience, featuring direct quotations and explicit Teacher's and Students' Activities.

Daily Lesson Log (DLL)

A weekly matrix lesson plan format containing $10$ parts, used by teachers who have served at least one year.

Semi-Detailed Lesson Plan

A lesson plan format less intricate than detailed plans, acting as a general game plan while omitting direct quotations and parenthetical activities.

ILAW

An abolished lesson plan framework standing for Intentions, Learning Experience, Assessment, and Ways Forward.

Measurement

Determining the degree of an individual's attributes or achievement expressed quantitatively using measurement devices.

Classroom Measurement

Quantitative measurements made directly by teachers to assess student progress.

System Measurement

Quantitative measurements conducted by policy-makers at the local or national level.

Assessment for Learning

An assessment function where teachers use students' prior knowledge as a starting point for instruction.

Assessment as Learning

An assessment function where students develop awareness of how they learn and adjust their own learning.

Assessment of Learning

An assessment function informing stakeholders of student achievement at a specific point in time.

Criterion-referenced Assessment

An assessment designed to provide a measure of performance interpretable in terms of a clearly defined and delimited domain of learning tasks.

Norm-referenced Assessment

An assessment designed to provide a measure of performance interpretable in terms of an individual's standing in a known group.

Objective Assessment

Assessment based on criteria that can be measured definitively as right or wrong, such as multiple choice or matching items.

Subjective Assessment

Open-ended assessment requiring interpretation by the instructor, such as essays or pair/share activities.

Placement Assessment

Assessment used to determine student entry behavior and position in the instructional sequence at the beginning of instruction.

Diagnostic Assessment

Assessment used during instruction to identify specific learning difficulties and formulate targeted remedial actions.

Formative Assessment

Ongoing assessment used to monitor learning progress, check for understanding, and provide immediate feedback during instruction.

Summative Assessment

Assessment given at the end of a course or period to determine overall achievement, assign grades, and certify mastery.

Evaluation

The process of summing up measurement results, assigning value judgment, and determining the extent to which instructional objectives were attained.