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Direct linkJideani, V. A.; Jideani, I. A. – Journal of Food Science Education, 2012
Nine food science and technology (FST) subjects were assessed for alignment between the learning outcomes and assessment using revised Bloom's taxonomy (RBT) of cognitive knowledge. Conjoint analysis was used to estimate the utilities of the levels of cognitive, knowledge, and the attribute importance (cognitive process and knowledge dimension)…
Descriptors: Foods Instruction, Academic Achievement, Classification, Technology Education
Peer reviewedWinne, Philip H. – Review of Educational Research, 1979
Twenty studies of the effects of teacher questions on student achievement were reviewed. Internal validity of experiments and integrity of treatments were less adequate than population and ecological validity. Whether teachers used predominantly higher cognitive or predominantly fact questions was found to make little difference in achievement.…
Descriptors: Academic Achievement, Classification, Cognitive Objectives, Difficulty Level
