Teaching in Blooms: A guide to levels of learning and teaching strategies Blooms Category Definition Action Verb What the Teacher Does Knowledge Information Gathering Comprehension Deeper Understanding of Knowledge Apply Use of Knowledge Analyze Compare and Contrast recalling or remembering something without necessarily understanding, using, or changing it understanding something that has been communicated without necessarily relating it to anything else using a general concept to solve problems in a particular situation; using learned material in new and concrete situations breaking something down into its parts; may focus on identification of parts or analysis of relationships between parts, or recognition of organizational principles Tell, list, describe, name, repeat, remember, recall, identify, state, select, match, know, locate, report, recognize, observe, choose, who, what, where, when, cite, define, indicate, label, memorize, outline, record, relate, reproduce, underline Explain, restate, find, describe, review, relate, define, clarify, illustrate, diagram, outline, summarize, interpret, paraphrase, transform, compare similarities and differences, derive main idea, arrange, convert, defend, discuss, discuss, estimate, extend, generalize, give examples, locate, report, translate Apply, practice, employ, solve, use, demonstrate, illustrate, show, report, paint, draw, collect, dramatize, classify, put in order, change, compute, construct, interpret, investigate, manipulate, modify, operate, organize, predict, prepare, produce, schedule, sketch, translate Analyze, dissect, detect, test, deconstruct, discriminate, distinguish, examine, focus, find coherence, survey, compare, contrast, classify, investigate, outline, separate, structure, categorize, solve, diagram, determine evidence and conclusions, appraise, break down, calculate, criticize, debate, experiment, identify, illustrate, infer, inspect, inventory, question, relate, select Directs Tells Shows Examines Demonstrates Listens Questions Compares Examines Shows Facilitates Observes Criticizes Probes Guides Observes Acts as a resource Learning Activities Lecture, reading, audio/visual, demonstration, question and answer period, memorize and recite Discussions, reflection, illustrate main idea, Role plays, case studies, fishbowl activities, construct a model, collection of photographs Practice by doing, simulated job settings, write a commercial to sell a product, make a flow chart, put on a play or skit, write a biography, plan an event
Evaluate Judging the Outcome Create Original or new creation judging the value of material or methods as they might be applied in a particular situation; judging with the use of definite criteria creating something new by putting parts of different ideas together to make a whole. Coordinate, judge, select/choose, decide, debate, evaluate, justify, recommend, verify, monitor, measure, the best way, what worked, what could have been different, what is your opinion, test, appraise, assess, compare, conclude, contrast, criticize, discriminate, estimate, explain, grade, interpret, rate, relate, revise, score, summarize, support, value Create, hypothesize, design, construct, invent, imagine, discover, present, deduce, induce, bring together, compose, pretend, predict, organize, plan, modify, improve, suppose, produce, set up, what if, propose, formulate, solve (more than one answer), arrange, assemble, categorize, collect, combine, devise, explain, generate, manage, perform, prepare, rearrange, reconstruct, relate, reorganize, revise, argue for Accepts Lays bare the criteria Harmonizes Reflects Extends Analyzes Evaluates Use in real situations, on the job training, create a new product, write a new language code and write in it, persuasively present an idea, devise a way to solve a problem, compose a rhythm or put new words to a song Self study, learning through mistakes, create criteria to judge material, conduct a debate, write a half yearly report, Adapted from these resources: http://academics.georgiasouthern.edu/col/id/bloom.php http://academics.georgiasouthern.edu/col/id/doc/bloompolygon.pdf L. W. Anderson and D. R. Krathwohl (eds). A Taxonomy for Learning, Teaching and Assessing (based on Bloom s Taxonomy), 200
Checklist for Student Learning Outcomes Are the student learning outcomes aligned with the vision, mission, values, and goals? Are the student learning outcomes measuring something useful and meaningful? Is it clear what the student learning outcomes are assessing? Can assessment of the student learning outcomes be used to identify areas to improve? Are they written using action verbs to specify clear, observable behaviors? Is it possible to collect accurate and reliable data for each student learning outcome? Are they written so that more than one measurement method can be used? Are the student learning outcomes simply stated? Are they written in student-friendly language? Are there a reasonable number of learning outcomes so that advisors and students aren t overwhelmed? Are the learning outcomes listed sequentially in order of developmental achievement-least to most complex? Are the learning outcomes reasonable for advisors to facilitate and students to achieve? For example, if advisors have no strategies for teaching advisees to be better world citizens, don't list it as a learning objective. When will the students initially be told about the student learning outcomes? How often will they be referred to again? When will you plan to review and revise the student learning outcomes to ensure they reflect changes to the student body, advising program, and institution? Adapted from: Bresciani, M. (2001). Writing Measurable and Meaningful Outcomes. Retrieved from http://studentaffairs.uga.edu/assess/ateam/sessions/200708/session_2/writing%20measurabl e%20and%20meaningful%20outcomes-%20bresciani%20article.pdf How to Write Program Objectives/Outcomes. University of Connecticut. Retrieved from http://assessment.uconn.edu/docs/howtowriteobjectivesoutcomes.pdf Martin, H. (2007) Constructing Learning Objectives for Academic Advising. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/resources/clearinghouse/view-articles/constructing-studentlearning-outcomes.aspx#sthash.zobjbzrq.dpuf
Worksheet 1 Reasons for Assessment & Stakeholders Reasons for Assessment: What are Your Three Main Reasons for Designing an Assessment Plan for Your Academic Advising Program? Stakeholder in the process: Who Needs to Be Involved in Your Process and Why?
Worksheet 2 Values, Vision and Mission What Are the Values of Your Academic Advising Program? What Is Your Vision for Your Academic Advising Program? What is the Mission Statement for Your Academic Advising Program?
Worksheet 3 Goals and Programmatic Outcomes What Are Your Goals for Your Academic Advising Program? What Are Your Programmatic Outcomes for Your Academic Advising Program? 4. 4. 5. 5. 6. 6.
Worksheet 4 Advisor Outcomes Academic Advisor Outcomes What Expectations for Academic Advisor?
Worksheet 5 Student Learning Outcomes - Cognitive Student Learning Outcomes for Academic Advising Examples: What do you want students to demonstrate that they KNOW as a result of participating in academic advising? Know the general education requirements of your institution. Know how to get involved in service learning experiences. Know about the campus procedures related to academic appeals. 4.
Worksheet 6 Student Learning Outcomes Skills/Psychomotor Student Learning Outcomes for Academic Advising What do you want students to demonstrate that they ARE ABLE TO DO as a result of participating in academic advising? Examples: Read a degree audit. Identify courses that will add value to their intended majors and/or careers. Use campus resources when they need assistance. Use your institution s automated registration system. 4.
Worksheet 7 Student Learning Outcomes - Affective Student Learning Outcomes for Academic Advising What do you want students to demonstrate they VALUE/APPRECIATE as a result of participating in academic advising? Examples: Value/appreciate the role of internships as part of their undergraduate experience. Value/appreciate general education as liberal education. Value/appreciate the role of their academic advisor in helping to shape their educational plans. 4.
Worksheet 8 Mapping, Gathering Evidence, and Setting Expected Levels of Performance Advisor Outcomes Advisor Outcomes Where the Process is to Occur (relates to where assessment evidence will be obtained) From Whom, When and How Often will Evidence Be Gathered? Where or How Will You Gather Evidence? (quantitative, qualitative; direct, indirect) Level of Expected Performance (Performance Criteria)
Worksheet 9 Mapping, Gathering Evidence, and Setting Expected Levels of Performance Student Learning Outcomes What Should Be Learned? (Student Learning Outcomes) Where to Learn it? (What Experiences are Provided for Learning?) By When Should Learning Occur? (First-Year, Sophomore Year, Junior Year, Senior Year, etc.)* From Whom, When and How Often will Evidence Be Gathered? Where or How Will You Gather Evidence? (quantitative, qualitative; direct, indirect) Level of Expected Performance (Performance Criteria)
Worksheet 10 Sharing and Acting on Results Interpret How Results Will Inform the Academic Advising Process, Student Learning and Decision Making Determine How and With Whom You Will Share Interpretations Decide How You Will Follow-up on Implemented Changes