Document Type
Report
Publication Date
2020
Pages
10 pp.
Abstract
(First paragraph) Curriculum developers and classroom teachers often need to make sure they are teaching and assessing students at the appropriate levels of the cognitive, affective, and psychomotor domains. The STEL benchmarks are written with active verbs to target different levels of these domains. In addition, curriculum developers and classroom teachers want to know whether the benchmarks are at the factual, conceptual, procedural, or metacognitive level of knowledge. The second resource being provided on ITEEA’s interactive STEL website will identify these factors for all 142 STEL benchmarks. This tool was developed to help insure the alignment of the three domains to the technology and engineering dimensions and to student outcomes.
Original Publication Citation
Shown, T., & Reed, P. A. (2020). STEL benchmark verb alignment to cognitive, affective, and psychomotor domains. International Technology and Engineering Educators Association. https://www.iteea.org/File.aspx?id=175128&v=f49dff73
ORCID
0000-0002-9323-5217 (Reed)
Repository Citation
Shown, T. and Reed, Philip A., "STEL Benchmark Verb Alignment to Cognitive, Affective, and Psychomotor Domains" (2020). STEMPS Faculty Publications. 174.
https://digitalcommons.odu.edu/stemps_fac_pubs/174
Included in
Curriculum and Social Inquiry Commons, Engineering Education Commons, Science and Mathematics Education Commons
Comments
© 2020 International Technology and Engineering Educators Association.
Included with the kind written permission of the copyright holder.
Publisher's version available at: https://www.iteea.org/File.aspx?id=175128&v=f49dff73