This presentation provides a framework to help chemistry students develop higher order thinking skills. Marzano's Taxonomy gives a theoretical framework for learning that can be adapted as a useful model in the chemistry classroom. This adaptation is used to develop student learning outcomes for courses in the general chemistry series with the goal of intentionally targeting higher levels of learning. The taxonomy based learning outcomes are used to design classroom activities as well as formative and summative assessments mapped to specific levels of the cognitive process. With an explicit focus on higher-levels of learning, students are able to ascertain specific strengths and weaknesses they have within a learning outcome in relation to the levels of the cognitive process. Faculty can use the results of these assessments to easily identify problem areas in terms of learning outcomes and progress in a student's cognitive development, allowing a differentiated approach to student learning.

Targeting higher levels of learning in the general chemistry series by using Marzano's Taxonomy

245th National Meeting (2013)

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