Graphics Reference
In-Depth Information
and evaluated depending upon the way in which an artist or designer has used embedded
symbols or signifiers. Maranci also suggests that content is evaluated within the context
of its historical context as well as the social, cultural and political developments that may
have influenced the artist or designer.
Bloom's taxonomy provides insight into the different levels of understanding and learning
by describing key learning objectives. These learning objectives, which were first devised
in 1956 and are still considered relevant in the 21
st
century, represent a stepped classifica-
tion for understanding six categories of learning from simple to complex and can be used
to assess student learning from simple recall and recognition of information and knowledge
through to more complex categories of learning that involve analysis, synthesis and evalu-
ation of information, as follows.
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Knowledge
Knows, remembers and recalls terms, facts, principles, conventions, trends, criteria, classi-
fications, generalisations, theories, etc;
Comprehension
Understands facts and principles, etc; demonstrates the ability to translate, interpret and ex-
trapolate information in all formats;
Application
Can apply learned concepts, facts, conventions, trends, criteria, methodologies, theories,
principles, etc, to new situations or contexts;
Analysis
Recognises relationships between elements or facts, organisational principles, unstated as-
sumptions and logical fallacies in reasoning;
Synthesis
Integrates learning from different areas; develops a plan for solving a problem or address-
ing an issue; derives a set of abstract relations;
Evaluation
Judges the adequacy and value of a work by using internal evidence and criteria as well as
external evidence and criteria.
A new model of objective visual imagery analysis and evaluation is depicted in the fol-
lowing Figure. This framework adopts Popper's distinction between the objective and the
subjective, wherein subjective response and experience should have little or no bearing in
terms of objective analysis and evaluation.
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