Dictation is the transcription of spoken text: one person who is "dictating" speaks and another who is "taking dictation" writes down the words as they are spoken. Among speakers of several languages, dictation is used as a test of language skill, similar to spelling bees in the English-speaking world. Secondary to teaching language skills, the exercise of dictation has also been used to introduce students to literary works, and to instill morals. Dictation has also been used in an attempt to capture endangered or dying languages, as in the case of Victoria Howard , a Chinook speaker who dictated songs and stories to Melville Jacobs .
31-405: It derives from Latin, dictāre (to assert). The exercise requires at least two persons: a reciter and a recorder. The reciter reads a selected text, evenly and clearly and at audible volume, by snippets of multiple words (three to ten or as need be). The text is transcribed by the recorders, as the reciter proceeds. Each snippet is read by the reciter at first slowly, then repeated once or twice at
62-432: A challenging task. Some dictées became famous for their difficulty or their interest, like those of Prosper Mérimée and Bernard Pivot . In several countries of the world (including Switzerland , France , Belgium , Poland , and Canada ), the dictations are the subject of structured championships, similar to English spelling bees . In South Korea , badasseugi ( Hangul : 받아쓰기) is a school exercise for children in
93-423: A hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning. The cognitive domain, the most widely recognized component of the taxonomy, was originally divided into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. In 2001, this taxonomy was revised, renaming and reordering
124-407: A new attitude etc. rather than having merely completed a given task. Since the achievement of objectives usually takes place during the course and the aims look forward into the student's career and life beyond the course one can expect the aims of a course to be relatively more long term than the objectives of that same course. Sometimes an aim sets a goal for the teacher to achieve in relation to
155-428: A normal pace. Once the selection has been read to the end in this way, the reciter reads the text once again from start to finish at a normal pace. The recorders then have time to re-read their work, and edit where necessary. The exercise in knowledge, comprehension and application comes to a close. The analysis and evaluation step now proceeds as follows, upon the revelation of the selected text. The process requires
186-420: A red pen, and can be varied according to the maturity of the recorders, or as to taste: The latter auto-evaluation process is quicker, but is sometimes trickier for two reasons: one, the handwriting of the recorder is indistinguishable from that of the evaluator; and two, the severity of the evaluator may be in question as the same person (or class of persons) is employed. The selected texts are often taken from
217-501: A sentence, a paragraph or a page of a published book, and may include an homily in morals, honesty or nobility. Biblical passages or pages from the Fables of La Fontaine have been employed with success throughout the ages. For speakers of French , la dictée is a school exercise that aims at testing the mastery of orthography and grammar . Since many features of French grammar are distinguished in writing but not in speech, this can be
248-491: A vessel for teaching skills. The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including application, analysis, synthesis, and evaluation. Bloom's taxonomy can be used as a teaching tool to help balance evaluative and assessment-based questions in assignments, texts, and class engagements to ensure that all orders of thinking are exercised in students' learning, including aspects of information searching. Bloom's taxonomy
279-414: A way that explains to learners what they should try to achieve as they learn. The term learning outcome is used in many educational organisations, in particular in higher education where learning outcomes are statements about what students should be able to do by the end of a teaching session. Learning outcomes are then aligned to educational assessments , with the teaching and learning activities linking
310-462: Is a framework for categorizing educational goals , developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals . The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with
341-437: Is a source of inspiration for educational philosophy and for developing new teaching strategies, particularly in light of trends in developing global focus on multiple literacies and modalities in learning and the emerging field of integrated disciplines. For example, ability to interface with and create media draws upon skills from both higher and lower-order thinking skills. Educational aims and objectives Although
SECTION 10
#1733093100073372-558: Is an application of Vygotskian constructivism . While some consider the three lower levels hierarchically ordered and the three higher levels parallel, others argue that it can be beneficial to move to application before introducing concepts, particularly in problem-based learning environments where real-world contexts precede theoretical understanding. The distinction between categories can be seen as artificial, since cognitive tasks often involve multiple processes. Categorizing mental processes into distinct classifications may undermine
403-500: Is central to learning outcomes. In the appendix to Handbook I , knowledge is defined as involving the recall of specifics, methods, and structures. This definition is a cornerstone of the taxonomy of educational goals, widely applied beyond education, notably in knowledge management. Knowledge is categorized into specific domains: the recall of terminology and facts, understanding methods and conventions, and recognizing patterns and principles in various fields. This framework highlights
434-508: Is usually done in phrases (i.e. words are made up of more than one characters), this can help the person taking dictation to determine the proper character through phrases. Dictation also increases students' ability to write characters properly. Similar to the Korean hangul script, the Vietnamese Latin alphabet is also basically a phonemic alphabet; however, aside from mistakes in standardising
465-428: The subject course, programme or module is often used as an impersonal way of referring to the teaching staff and their goals. Similarly the learner is often referred to in the third person singular even when they are the intended reader. An objective is a (relatively) shorter term goal which successful learners will achieve within the scope of the course itself. Objectives are often worded in course documentation in
496-476: The awareness and growth in attitudes , emotion, and feelings. There are five levels in the affective domain, moving through the lowest-order processes to the highest: Skills in the psychomotor domain describe the ability to physically manipulate tools or instruments, such as using a hand or a hammer. Objectives in this domain often focus on the development and change of physical skills or behavior. Although Bloom and his colleagues did not create subcategories for
527-406: The committee of educators that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy of Educational Objectives: The Classification of Educational Goals . The first volume of the taxonomy, Handbook I: Cognitive was published in 1956, and in 1964 the second volume Handbook II: Affective was published. A revised version of the taxonomy for the cognitive domain
558-422: The complexity of knowledge, spanning from concrete specifics to abstract theories. Richard W. Morshead criticized the original taxonomy, noting that it was not a properly constructed taxonomy as it lacked a systematic rationale of construction. This was later acknowledged in the 2001 revision, where the taxonomy was restructured on more systematic lines. Some critiques of the taxonomy's cognitive domain accept
589-504: The interconnected nature of cognition, a critique commonly directed at taxonomies of mental processes. Despite this, the taxonomy is widely used in educational settings to structure learning outcomes, though a 2020 study revealed inconsistencies between institutions in the mapping of action verbs to the taxonomy's levels. Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that lean more towards skills rather than content. These educators view content as
620-409: The learners, sometimes course aims explicitly list long-term goals for the learner and at other times there is a joint goal for the teacher and learner to achieve together. While the aim may be phrased as a goal for the teacher within the scope of the course it can also imply goals for the learner beyond the duration of the course. In a statement of an aim the third person singular form of the verb with
651-537: The levels as Remember, Understand, Apply, Analyze, Evaluate, and Create. This domain focuses on intellectual skills and the development of critical thinking and problem-solving abilities. The affective domain addresses attitudes, emotions, and feelings, moving from basic awareness and responsiveness to more complex values and beliefs. This domain outlines five levels: Receiving, Responding, Valuing, Organizing, and Characterizing. The psychomotor domain, less elaborated by Bloom's original team, pertains to physical skills and
SECTION 20
#1733093100073682-420: The lower grades of elementary schools . The Korean language is written using hangul , which is basically a phonemic alphabet; however, Hangul writing is also morphophonemic , so morphological knowledge (in addition to familiarity with hangul) is necessary for correct dictation. Also, phonological rules such as assimilation , palatalization , and deletion can cause pronunciation to be different from what
713-423: The noun forms of the three words aim , objective and goal are often used synonymously , professionals in organised education define the educational aims and objectives more narrowly and consider them to be distinct from each other: aims are concerned with purpose whereas objectives are concerned with achievement. Usually an educational objective relates to gaining an ability, a skill, some knowledge,
744-579: The orthography of the language, Vietnamese dialects have some sound mergers (a few of which can be morphophonemically affected) that can confuse people, especially when talking to other people with a different dialect. Therefore, dictation in Vietnamese ( Vietnamese : chính tả ), also considered a vital part of Vietnamese primary school education curriculum, helps students, and foreign Vietnamese learners, solve these ambiguities. Bloom%27s taxonomy#Cognitive domain (knowledge-based) Bloom's taxonomy
775-451: The psychomotor domain, later educators, such as Elizabeth Simpson, proposed a taxonomy for psychomotor skills. Simpson’s taxonomy, introduced in 1972, categorizes psychomotor learning into seven levels, each describing progressively complex physical skills and behaviors. These levels include: This taxonomy helps educators frame psychomotor objectives in contexts such as vocational training, sports, and performing arts, where physical dexterity
806-529: The six categories but question the existence of a sequential, hierarchical link. Often, educators may see the taxonomy as a hierarchy and mistakenly dismiss the lower levels as less important for teaching. In response, others have argued that the learning of lower levels supports the development of skills at higher levels, and in certain fields, the most critical skills may reside in the lower levels, such as species identification in natural history. Instructional scaffolding from lower-level to higher-level skills
837-445: The taxonomy has also faced criticism, particularly regarding the hierarchical structure of cognitive skills and its implications for teaching and assessment practices. The publication of Taxonomy of Educational Objectives followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations. The models were named after Benjamin Bloom , who chaired
868-486: The two, a structure known as constructive alignment . Writing good learning outcomes can also make use of the SMART criteria . Types of learning outcomes taxonomy include: In some organisations the term learning outcome is used in the part of a course description where aims are normally found. One can equate aims to intended learning outcomes and objectives to measured learning outcomes. A third category of learning outcome
899-410: The use of motor functions. Subsequent educators, such as Elizabeth Simpson, further developed this domain, outlining levels of skill acquisition from simple perceptions to the origination of new movements. Bloom's taxonomy has become a widely adopted tool in education, influencing instructional design, assessment strategies, and learning outcomes across various disciplines. Despite its broad application,
930-520: The written form may suggest. Badasseugi may take form of a word, a phrase, or a sentence, and is similar to spelling tests. Dictation in Chinese ( simplified Chinese : 听写 ; traditional Chinese : 聽寫 ; pinyin : tīngxiě , literally means 'listen and write') is a vital part of Chinese primary school education curriculum. Chinese characters are unique because a single syllable can have different corresponding characters. Since Chinese dictation
961-457: Was created in 2001. In the 1956 original version of the taxonomy, the cognitive domain is divided into six levels of objectives. In the 2001 revised edition of Bloom's taxonomy, the levels were renamed and reordered: Remember, Understand, Apply, Analyze, Evaluate, and Create. Skills in the affective domain describe the way people react emotionally and their ability to feel other living things' pain or joy. Affective objectives typically target