TAXONOMY Level Definition Sample Sample behaviors KNOWLEDGE Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. arrange define describe duplicate identify label list match memorize name order outline recognize relate recall repeat reproduce select state The student will define the 6 levels of Bloom’s taxonomy of the cognitive domain. COMPREHENSION Student translates, comprehends, or interprets information on prior learning. explain summarize paraphrase describe illustrate classify convert defend describe discuss distinguish estimate explain express extend generalize give examples(s) identify indicate locate paraphrase predict recognize rewrite review select summarize translate The student will explain the purpose of taxonomy of the cognitive domain. APPLICATION Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction. use compute solve demonstrate apply construct change choose compute demonstrate discover dramatize employ illustrate interpret manipulate modify operate practice predict prepare produce relate schedule show sketch solve use write The student will write an instructional objective for each level of Bloom’s taxonomy. ANALYSIS Student distinguishes, classifies, and related the assumptions, hypothesis, evidence, or structure of a statement or question analyze categorize compare contrast separate change discover choose compute demonstrate dramatize employ illustrate interpret manipulate modify operate practice predict prepare produce relate schedule show sketch solve use write The student will compare and contrast the cognitive and affective domains. SYNTHESIS Student originates, integrates, and combines into a product, plan or proposal that is new to him or her create design hypothesize invent develop arrange assemble categorize collect combine comply compose construct create design develop devise explain formulate generate plan prepare rearrange reconstruct relate reorganize revise rewrite set up summarize synthesize tell The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains. EVALUATION Student appraises, assesses, or critiques on a basis of specific standards and criteria judge recommend critique justify appraise argue assess attach choose compare conclude contrast defend describe discriminate estimate evaluate explain justify interpret relate predict rate select summarize support The student will judge the effectiveness of writing objectives using Bloom’s taxonomy.
Category Problematic Some questions Adequate Excellent Student focus (that is, with students as the primary audience for the PO’s) Little or no sense of any student audience, or inappropriate sense of audience, for all of the PO’s Sense of other faculty as audience for some PO’s, minimal awareness of student perspective Inclusion of students as audience although not in a consistent way; students and non-professionals may have difficulty with some terminology Consistently and clearly student centered in its sense of audience; avoids jargon and defines key terms (such as “critical thinking”) to clarify expectations Program level (within the overall curriculum) PO’s are inappropriate for this particular curriculum PO’s be appropriate for this curriculum although not adequately clear on this point PO’s are largely appropriate for this curriculum, although some of this match is still not fully specified PO’s are fully and clearly appropriate for this curriculum Mastery level (that is, the extent to which the learning should be mastered upon graduation) Unclear sense of the level of mastery at which the learning should occur Emerging but still unclear sense of the level of mastery at which student learning should occur The main elements are clear about the level of mastery at which student learning should occur, although specific applications remain unspecified Clearly defined and described set of expectations about the level of mastery that student learning should demonstrate Observable and measurable behavior (to be observed and measured upon graduation) Impossible to observe or measure any of the PO’s or to apply the learning in the curriculum through any activity Possible to observe or measure some of the learning but not all; unclear how the levels of mastery are observable or measurable Possible to observe or measure the main elements of the PO’s, but unclear how some areas will be observed or measured. Still not fully articulated how the student will apply the learning from the curriculum. The PO’s are all clearly observable and measurable; the PO’s avoid terms such as “understands, values, and appreciates,” and instead uses terms such as “identifies, compares, or explains” Overall evaluation of the PO’s Missing PO’s, or unrelated to (or inappropriate for) the program curriculum description PO’s are unclear or seem incomplete PO’s are clearly written and also compatible with the program curriculum PO’s are observable, measurable, and useful for both Rubric for the Assessment of Program Outcomes Developed by the Center for the Enhancement of Teaching & Learning at the University of Cincinnati (April 2013)