How can we have a more in-depth approach to Bloom’s Taxonomy in our courses? Select one syllabus you have prepared for the current semester, refer to your syllabus and map all your learning objectives to Bloom’s Taxonomy.
- After mapping your objectives to Blooms taxonomy, did anything surprise you?
- Did you revise your learning outcomes?
- Share the results of your activity on the OpenLab.
For example, I have included a sample from on of my courses, CMCE 1115
CMCE 1115
an ability to apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge
Corresponding Level in Bloom’s Taxonomy: Applying.
Nursing NUR 3110 Leadership in the Management of Client Care (upper division)
Current:
STUDENT LEARNING OUTCOMES
Upon completion of this course, the Registered Professional Nurse student will be able to:
1. Use critical thinking skills in incorporating knowledge gained from the study of nursing, humanities and social sciences in the application of management theory.
2. Demonstrate competence in the use of computer technology in nursing management.
3. Describe methods of communicating in a caring manner with culturally diverse persons in the health care organization.
4. Describe the role of the nurse manager in providing culturally competent care to persons across the lifespan.
5. Identify the role of the nurse manager in collaborating with significant support people and members of the health care team in assisting diverse clients to achieve identified goals.
6. Identify the leadership role of the nurse manager during planned and unexpected change.
7. Apply knowledge gained from the application of management theory and nursing research to nursing practice in an organization.
8. Identify personal and professional ethical principles in the management of culturally diverse clients and staff.
9. Recognize the importance of the nurse leader’s participation in professional organizations and commitment of lifelong learning.
10. Describe social, economic and political factors affecting nurse managers in the delivery of
health care to clients in a global society.
Analysis
Level 1 verbs = 5 SLOs
Level 2 verbs = 2 SLOs
Level 3 verbs = 3 SLOs
Level 4 verbs = 0 SLOs
Level 5 verbs = 0 SLOs
Level 6 verbs = 0 SLOs
Upper division outcomes should include domains from level 4-6 according to Bloom’s taxonomy
model.
Proposed Student Learning Outcomes
1. Utilize critical thinking skills in incorporating knowledge gained from the study of nursing, humanities and social sciences in the application of management theory.
2. Select different forms of technology to use in the analysis and application of nursing management.
3. Integrate methods of communicating in a caring manner with culturally diverse persons in the health care organization.
4. Examine the role of the nurse manager in providing culturally competent care to persons across the lifespan.
5. Compare the role of the nurse manager in collaborating with significant support people and members of the health care team in assisting diverse clients to achieve identified goals.
6. Analyze the leadership role of the nurse manager during planned and unexpected change.
7. Integrate knowledge gained from management theory and nursing research to nursing practice in an organization.
8. Select personal and professional ethical principles to integrate in the management of culturally diverse clients and staff.
9. Illustrate the importance of the nurse leader’s participation in professional organizations and commitment of lifelong learning.
10. Critique social, economic and political factors affecting nurse managers in the delivery of
health care to clients in a global society.
Analysis
Level 1 verbs = 0 SLOs
Level 2 verbs = 0 SLOs
Level 3 verbs = 1 SLOs
Level 4 verbs = 4 SLOs
Level 5 verbs = 3 SLOs
Level 6 verbs = 2 SLOs
Reflection: I was quite surprised that this course for licensed nurses did not have any higher level “verbs” in the learning outcomes. I plan to share my analysis with the chairperson of the department and BS coordinator. Our program is to be re-accredited in Spring 2021 and this modification will be valuable in our self-assessment.
Linda,
I love how you counted the different level verbs in each learning outcome. That is a straight forward way of seeing the big picture. I am going to try that with mine before I post them. I hope you don’t mind if I use the same model, I really like it!
Melanie
Original Course Specific Learning Objetives:
• Develop students’ awareness of sociocultural issues associated with Latino communities in the United States;
• Integrate a diversity of cultural information based on the student’s heritage;
• Introduce activities that allow students to value and appreciate their identities;
• Provide a variety of language models through video, audio, blogs, newspapers, journals, magazines, etc. used as
springboard for discussion;
• Promote class discussions and debates regarding sociocultural issues from multi perspective point of view;
• Enhance students’ reading comprehension of a variety of texts ranging in complexity level;
• Expand students’ vocabulary associated with a range of topics;
• Improve analytical skills through commentary and discussion;
• Enhance students’ writing different types of texts, for example, descriptive, narrative, and argumentative;
• Enhance students’ oral skills based on different speech situations whether in a formal or informal setting;
• Develop students’ orthography, lexical and grammatical understanding of the Spanish language;
• Develop students’ awareness of sentence formation, coordination, and subordination.
Revised Course Specific Learning Objetives:
• Develop students’ awareness of sociocultural issues associated with Latino communities in the United States;
• Contrast (analyze/ evaluate) a diversity of cultural information based on the student’s heritage;
• Implement (apply) activities that allow students to value and appreciate their identities;
• Compare/ Contrast (apply) a variety of language models through video, audio, blogs, newspapers, journals, magazines, etc. used as
springboard for discussion;
• Organize (apply) class discussions and debates regarding sociocultural issues from multi perspective point of view;
• Implement/ employ (apply) students’ reading comprehension of a variety of texts ranging in complexity level;
• Detect (eval.)/ Examine (apply) students’ vocabulary associated with a range of topics;
• Implement (apply) analytical skills through commentary and discussion;
• Enhance + implement/ employ (apply) students’ writing different types of texts, for example, descriptive, narrative, and argumentative;
• Enhance + implement/ employ (apply) students’ oral skills based on different speech situations whether in a formal or informal setting;
• Develop + evaluate (evaluate) students’ orthography, lexical and grammatical understanding of the Spanish language;
• Develop + evaluate (evaluate) students’ awareness of sentence formation, coordination, and subordination.
Reflection: most of the verbs that I used in the learning outcomes were under the CREATE category (develop, enhance, improve…) and emphasized the progress that students should do in the class. Apart from these achievements, it will be also important to reflect more precisely in the learning outcomes the tasks and efforts that students have to do in the course (organize, contrast, compare, detect, implement, employ) that I found under categories such as apply and analyze. I also realized that there was not any mention of the assessment of prior knowledge in my original syllabus. It is important to define and evaluate what students know when they start the semester in order to measure their development at the end of the semester.
David,
I like your idea of mentioning prior knowledge right up front on the syllabus. Most of the times we list a prerequisite but do not go into any detail more than just a course number. I am going to add a sentence to my syllabus about prior knowledge.
Thanks,
Melanie
HMGT 4702 Hospitality Services Marketing Management (Upper Division)
Current Learning Outcomes:
Upon completion of HMGT 4702, students will be able to
a. Demonstrate (Applying) the unique characteristics of service marketing.
b. Identify and describe (Remembering) various marketing strategies that are employed in today’s successful service enterprises
c. Identify (Remembering) and analyze (Analyzing) strategic elements of service marketing and their impact on revenue and profitability
d. Analyze (Analyzing) and explain (Understanding) current service marketing and management issues
e.Demonstrate (Applying) an understanding of industry specific key language and concepts
Results:
2 Remembering
1 Understanding
2 Applying
3 Analyzing
0 Evaluating
0 Creating
Proposed Learning Outcomes:
Upon completion of HMGT 4702, students will be able to
a.Discuss (Understanding) the unique characteristics of service marketing
b.Examine (Analyzing) various marketing strategies that are employed in today’s successful service enterprises
c.Compare (Analyzing) strategic elements of service marketing and their impact on revenue and profitability
d.Discuss (Understanding) current service marketing and management issues
e.Demonstrate (Applying) an understanding of industry specific key language and concepts
Results:
0 Remembering
2 Understanding
1 Applying
2 Analyzing
0 Evaluating
0 Creating
Reflection:
The course is the required capstone course that senior standing students in the Hospitality Management program. I am somewhat surprised by the results. I’ve found that the current learning outcomes are heavily geared toward a lower level of measuring verbs in learning outcomes. Besides, many measuring verbs (8 verbs in total) were indicated in the current learning outcomes. The proposed learning outcomes are cleaned up with an emphasis on the cultivation of analytical skills and applications based upon comprehension. I had thought Application is a higher dimension than Analysis. I am more surprised by this.