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Daggett's Rigor and Relevance Framework 10 (Reproduced with permission from Daggett, W.R., Achieving Academic Excellence through Rigor and Relevance, Report prepared by the International Center for Leadership in Education -© 2005, Int'l Center for Leadership in Education)
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Context 1
... 2005, Willard R. Daggett, Ed.D. of the International Center for Leadership in Education extended Bloom's Taxonomy to add a second dimension (Figure 1), 10 thereby providing an excellent framework to capture the "rigor and relevance" that hands-on and project-based learning can bring to STEM education. The Rigor and Relevance Framework describes two continuums: the Knowledge Taxonomy and the Application Model. ...
Context 2
... 2005, Willard R. Daggett, Ed.D. of the International Center for Leadership in Education extended Bloom's Taxonomy to add a second dimension (Figure 1), 10 thereby providing an excellent framework to capture the "rigor and relevance" that hands-on and project-based learning can bring to STEM education. The Rigor and Relevance Framework describes two continuums: the Knowledge Taxonomy and the Application Model. ...
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The level of science skills in Spanish students are significantly below the average of the Organisation for Economic Co-operation and Development, and university teachers agree that the level of freshmen students’ skills is too low. Moreover, the number of engineering enrollments has been declining in recent years. The purpose of this study is to improve both the level of knowledge and skills of students upon entrance into engineering programs and their general opinion about engineering studies. The aim is to establish the importance of proper coordination between groups involved in the overall educational process and to avoid,
at least in part, the decline in recent engineering enrollments. The project had the following four phases: (1) determination of the freshmen’s weakest concepts; (2) assessment of high schools students’ knowledge; (3) development of educational activities; and (4) re-assessment of high school students. These measures were complemented with the high school teachers’ opinions about the students improvements and analyses of the evolution of engineering enrollments. Most of the participants significantly improved their knowledge and skills. Similarly, high school teachers believed that the attitude of the students toward engineering improved significantly.
