welcome to module 2!
Module 2 Objectives:
- Determine the level of thinking targeted by the outcome.
- Recall how the level of cognitive performance targeted by the outcome directs the appropriate methodology for assessment of that performance.
- Recall the levels of cognitive performance for Bloom’s Taxonomy of Educational Objectives (knowledge, comprehension, application, analysis, synthesis, and evaluation).
How do you know if your assessment methods match your learning outcomes?
If your course learning outcomes have precise and measurable action verbs, then the action verb will direct the alignment of your learning activities and assessment tasks to your outcome.
Faculty know that students can "know" about a topic or subject in different ways, and at different levels. The major idea of the taxonomy is that what educators want students to know (encompassed in statements of educational objectives) can be arranged in a hierarchy from less to more complex. The levels are understood to be successive, so that one level must be mastered before the next level can be reached.
While behavioral objectives can be written for any of the domains of instruction (i.e., cognitive, affective, or psychomotor), this training focuses on the cognitive domain.
Click on the interactive Bloom's Taxonomy Pyramid to access a tutorial to learn more detail about the six levels of the revised Bloom’s taxonomy objectives, including verbs commonly associated with each of the levels.
If your course learning outcomes have precise and measurable action verbs, then the action verb will direct the alignment of your learning activities and assessment tasks to your outcome.
Faculty know that students can "know" about a topic or subject in different ways, and at different levels. The major idea of the taxonomy is that what educators want students to know (encompassed in statements of educational objectives) can be arranged in a hierarchy from less to more complex. The levels are understood to be successive, so that one level must be mastered before the next level can be reached.
While behavioral objectives can be written for any of the domains of instruction (i.e., cognitive, affective, or psychomotor), this training focuses on the cognitive domain.
Click on the interactive Bloom's Taxonomy Pyramid to access a tutorial to learn more detail about the six levels of the revised Bloom’s taxonomy objectives, including verbs commonly associated with each of the levels.
Now DOWNLOAD "A Model of Learning Objectives" to view multiple examples of how to apply learning outcomes to the Cognitive Process Dimension of Bloom's taxonomy. It's also a great reference!
This reference is from the Iowa State University Center for Excellence in Learning and Teaching
This reference is from the Iowa State University Center for Excellence in Learning and Teaching
The structure of a learning outcome
While many quizzes, exams, and other assessments still test at the lower levels of the taxonomy, students will remember more – and transfer more knowledge - when they have learned to interact with topics at the higher levels of the taxonomy. This is because more elaboration is required, a principle of learning based on finding from the information processing approach to learning.
Now let’s look at the student learning outcome. What is the relationship between your student learning outcome and levels of thinking exemplified by Bloom’s Taxonomy?
A statement of a learning outcome contains a verb (an action) and an object (usually a noun).
Medical Office Financial Management: The student will demonstrate [verb] several methods of paying bills [object], including e-banking, checks, and transferring
funds.
Thus, the learning outcomes for a course are a map with the destinations that we want our students to reach. For instance, if your outcome designates that students should be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to your learning activities, and/or your assessment tasks.
Now let’s look at the student learning outcome. What is the relationship between your student learning outcome and levels of thinking exemplified by Bloom’s Taxonomy?
A statement of a learning outcome contains a verb (an action) and an object (usually a noun).
- The verb generally refers to [actions associated with] the intended cognitive process.
- The object generally describes the knowledge students are expected to acquire or construct.
(Anderson and Krathwohl, 2001, pp. 4–5)
Medical Office Financial Management: The student will demonstrate [verb] several methods of paying bills [object], including e-banking, checks, and transferring
funds.
Thus, the learning outcomes for a course are a map with the destinations that we want our students to reach. For instance, if your outcome designates that students should be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to your learning activities, and/or your assessment tasks.
Using the Learning Outcomes Assessment Blueprint Worksheet, Answer Question 3: “Which knowledge domain is represented by the action verb in your student learning outcome?”
CONGRATULATIONS! You've just completed Module 2. To test your knowledge, click the "Module 2 Quiz" button below, or click on the "Module 3" button to proceed to the final training module.