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Pedagogy 101Bloom’s Taxonomy & Learning Outcomes
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LEARNING SUMMARY
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LEARNING SUMMARY At the end of this course, you should be able to: • Explain the importance of learning outcomes. • Describe the characteristics of an effective learning outcome. • Identify the 3 Domains of Bloom’s Taxonomy. • Apply the ABCDs Model in the crafting of learning outcomes.
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Pedagogy 101Bloom’s Taxonomy & Learning Outcomes
ped·a·go·gy [ped-uh-goh-jee, -goj-ee] noun, plural ped·a·go·gies. “the art or science of teaching; education; instructional methods.” www. dictionary.com
How we acquire knowledge is a science called Educational Psychology. Therefore learning is observable, measurable and testable.
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LEARNING SUMMARY At the end of this course, you should be able to: • Explain the importance of learning outcomes. • Describe the characteristics of an effective learning outcome. • Identify the 3 Domains of Bloom’s Taxonomy. • Apply the ABCDs Model in the crafting of learning outcomes.
Levels of Mastery for Each Domain
AFFECTIVE
LEARNING DOMAINS
PSYCHOMOTOR
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COGNITIVE
The Bookshelf
Psychomotor Skills
Cognitive domain is the pre-dominant part of the learning domain because Bloom’s taxonomy was developed for higher education. There are six categories separated by degrees of difficulties. This means that students must normally master the first ones before the next ones can take place. It covers the mental skills and knowledge associated with the subject of study.
Psychomotor domain is about use of the motor-skill areas. The acquisition of these skills requires practice and is measured in terms of precision, procedures or techniques in performance. Psychomotor domain is therefore important for skills based institutions like the Polytechnics. The five categories are arranged from the simplest action to the most complex.
Affective domain involves the way in which students deal with issues at an emotional level. This covers the appropriate emotions and attitudes associated with the subject of study such as values, feelings, motivations, enthusiasms, appreciation and attitudes. The five categories are stated from the simplest behaviour to the most complex.
S
Learning Domains
GO BOOKSHELF
LEVELS OF MASTERY FOR EACH DOMAIN
Levels of Mastery in the Psychomotor Domain
Levels of Mastery in the Affective Domain
Cognitive Knowledge
K
Learning Domains are based on Bloom’s taxonomy of learning outcomes. The taxonomy has been widely used in academia since 1956. It classifies learning into three domains namely “Cognitive”, “Affective” and “”Psychomotor” These three domains are sometimes known as Knowledge, Skills and Attitude (KSA)
Affective Attitude
Levels of Mastery in the Cognitive Domain
Levels of Mastery in the Cognitive Domain
explain, identify, relate
illustrate, draw, classify
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list, recall, state, name
(Revised by Lorin Anderson and David Krathwohl, 2001)
What are Learning Outcomes?
Take the Test
Download the full Verbs List
design, plan, create
select, decide, rate
Use these verbs or action words that help make your learning outcome measurable and quantifiable.
compare, categorize, separate
argues, challenge, debate
prioritizes, modifies
creates, influence
Levels of Mastery in the Affective Domain
listen, recall, state
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react, response, seeks clarification
executes, implements
complete, calibrates
solve, combine
Levels of Mastery in the Psychomotor Domain
design, invent
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follows, copies, repeat
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Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who led the development of a set of specifications through which educational objectives could be organized according to their cognitive complexity. This was employed to help university examiners have a more reliable procedure for assessing students and the outcomes of educational practice.
Benjamin Bloom
for more information on Bloom’s Taxonomy.
In 1956, this work resulted in the publication of “Taxonomy of Educational Objectives: Book 1 Cognitive Domain.” This publication has been used throughout the world to assist in the preparation of evaluation materials.
Verbs
LEARNINGOUTCOMES
Psychomotor
SUMMATIVE TEST
Cognitive
The Table Top
Affective
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Other Tests
Clicking on a word that is not a verb counts as an error. Clicking twice on the same verb also counts as an error. Your score will be given at the end of the game.
Take the Challenge!
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Verb Test
GO TABLE TOP
So you think you're good enough to take the VERB Challenge? Click on all the verbs you can find in the next page. You‘ve got 20 seconds. Click the button when you're ready.
Download the full verbs list
Friday
Large
Verb Test
Parable
Radar
Instrument
Listen
Triangle
Month
Concentrated
Recall
Mobile
Ridiculous
Tools
Orange
Hungry
Calculate
Content
Manipulate
Probability
Draw
TRY AGAIN?
Evaluate
Difficult
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Connect
Laugh
Jump
Click on all the verbs you can find on this page in less than 20 seconds
Take
Without
Textbook
Organizing
Valuing
Remembering
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Precision
Drag the correct terms on to each level of Mastery in the Cognitive Pyramid.
Internalising Values
Analysing
Imitation
Creating
Understanding
Naturalisation
Responding
The Cognitive Test
Receiving
Articulation
Applying
Manipulation
Evaluating
Drag the correct terms on to each level of Mastery in the Affective Pyramid.
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The Affective Test
Drag the correct terms on to each level of Mastery in the Psychomotor Pyramid.
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The Psychomotor Test
What are Learning Outcomes?
Writing Learning Outcomes
Objectives vs Learning Outcomes
Learning Outcomes
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Bloom’s and Learning Outcomes
ABCDs of LearningOutcomes
A Learning Outcome which is observable, and testable.
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is a statement measureable
That is, it can be observed, demonstrated (measured) and tested under a fix set of rules.
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Learning Outcome forms the basis of learning activities for students as well as the assessment task they have to perform to show that they have learnt.
A Learning Outcome is a statement that tells what learners should be able to do when they completed a segment of instruction Well written Learning Outcomes encourage students to begin learning with the end in mind.
Therefore it is important that we avoid using vague, ambiguous and intangible words of phases such as "understand", "awareness of ..." and "interested in ..." as they are unclear and cannot be directly observed, measured and tested.
To ensure that Learning Outcomes are observable and thus can be demonstrated (measured), and tested; certain categories of VERBS in Bloom’s Taxonomy can be used.
the ABCD Model.
Well written outcomes will • Guide the instructor in the delivery of the instructions and evaluation of students • Enable the student to reflect on what they have learned at the end of the lesson. One of the most popular techniques of crafting learning outcomes is
Who is Bloom?
Over the years, academics have developed a hierarchy of learning outcomes based on their complexity which is derived from Bloom's taxonomy.
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What is Bloom’s Taxonomy?
- Recite the key steps for cooking fried rice. - List and describe the 3 essential ingredients needed.
Click on each domain to see examples effectiveuse of verbs for the learning outcomes.
- Handle the wok and spatula with ease. - Cut and slice ingredients easily into precise shape.
Bloom’s Taxonomy.
- Practice hygienic and safe measures when cooking. - Propose meals that meet the nutritional needs of target eaters.
You can also control the achievement of the learning outcomes by using different levels of verbs found in
The ABCD Model, developed by Rober Mager, is used as a guide when crafting Learning Outcomes.
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Is there a situation or reference framed within the outcome? Will including a condition affect difficulty of the outcome?
Students will be able to edit a short film using up to three (3) different transitions by the end of this lesson.
How well must the students do to meet the Learning Outcome? You can state quantifiers and required precision/accuracy to control difficulty.
Example:
What do the students have to do to show they have learnt? This is best expressed as a verb found in Bloom’s Taxonomy.
Condition
Who are the students? How does their year of study and specialization affect them meeting the Learning Outcomes?
Audience
Behaviour
Degree
Ask yourself the following questions:
Depending on the area of study, some learning outcomes do not need Condition and Degree.
Students will be able to edit a short film using up to three (3) different transitions by the end of this lesson.
Students will be able to edit a short film using up to three (3) different transitions by the end of this lesson.
Students will be able to edit a short film using up to three (3) different transitions by the end of this lesson.
Students will be able to edit a short film using up to three (3) different transitions by the end of this lesson.
Sometimes the words Objectivesand Outcomes are used interchangeably.
Outcomes are the end results and need to be observed, measured and tested to be proven.
Objectives can be defined as goals and are more intangible in nature.
Outcomes would be the preferred term for this On-line Learning Guide.
How do you write Learning Outcomes?
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Learning outcomes comprise different areas of learning that are aligned to form a main outcome. The alignment of these outcomes should support graduate competencies, address relevance to the industry, ensure systematic building of competencies and demonstrate cross-modular learning.
Module outcomes are aligned to diploma outcomes in graduate profile, articulation programs and industry requirements.
Diploma outcomes should be relevant to the industry, ensure the systematic building of graduate competencies and demonstrate cross-modular learning.
LESSON OUTCOME
DIPLOMA OUTCOME
Lesson outcomes are operational aspects the student is expected to know at the end of every problem package in a lesson.
More
MODULE OUTCOME
This test is designed to be completed in 10 minutes. You will be required to attempt all 20 questions.
Summative Self Test
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The mathematical calculation of quantifiable learning demonstrated by a student.
Prepare a marketing proposal leveraging on social media
14. Which of the following best represents a Cognitive Learning Outcome?
The assessment method of the module
Click HERE to try again.
The angle of observation taken by the tester on learning.
Paraphrases
Conduct a three point turn with precision within a given space.
The discipline of the diploma
The extend of mastery in which a student must demonstrate in order to meet the learning outcome.
The condition the student has to undergo when performing the task.
After answering above, go to next question ...
Explains
Observe good courtesy and road manners.
The number of lesson plans to be delivered
Constructs
Signal early before making a turn.
The types of students taken in by the school
5. Which of the following is NOT an effective Learning Outcome?
9. Which of the following VERB is most suitable for crafting a Psychomotor Learning Outcome?
List the timing for bus lanes operating hours.
Identify methods in which surface tension can be calculated in the design of a floating platform
Organises
4. Which of the following is considered an effective Learning Outcome?
19. Define “Behaviour” in Robert Mager’s ABCD Model (1962) of writing Learning Outcomes.
Plans
Appreciate how the Renaissance movement transformed the history of art
16. Which of the following best represents a Psychomotor Learning Outcome?
Understand that the evolution of music is unique to each culture
The decorum of students during conduct of the lessons.
Copies
Critique the use of dramatic irony in the play "Much Ado About Nothing"
Define the difference in tempo between Adagio, Moderato and Allegro.
Organise documents according to the Dewey Decimal Classification
15. Which of the following best represents an Affective Learning Outcome?
The tasks students have to undertake to demonstrate learning.
Differentiates
Ensure fingerboard and strings are diligently wiped after every use.
12. Which of the following is NOT found in the Level of Mastery in the Affective Domain?
The instructor’s preferred mode of instruction to students.
Explain the use of a capo when playing a fretted stringed instrument.
1. As “Pedagogy” can be defined as a scientific discipline, learning should therefore be:
6. Which of the following is NOT a domain of Bloom’s Taxonomy of Learning Objectives?
Explain the seven steps to Food Cost Control.
Receiving
The level of precision a student must demonstrate in order to meet the learning outcome.
Internalising Value
10. Which of the following is NOT found in the Level of Mastery in the (revised) Cognitive Domain?
Switch fingering accurately when moving between Chords A and E.
Observable, quantifiable and intangible
Affective Domain
Maintain good decorum and courtesy when manning reception areas.
Accurately measure and interpret data from customers’ satisfaction surveys.
Valuing
- Observable, quantifiable and intangible
Observable, measurable and quantifiable
Psychomotor Domain
Responding
Calculate room revenue turnover between two particular occupancy rates
Applying
Applying
- Observable, measurable and quantifiable
Measurable, reliable and variable
Creating
Cognitive Domain
- Measurable, reliable and variable
Quantifiable, measurable and variable
Understanding
Effective Domain
20. Which of the following is NOT TRUE of an effective learning outcome?
17. Explain the acronyms in Robert Mager’s ABCD Model (1962) of writing Learning Outcomes.
- Quantifiable, measurable and variable
An effective learning outcome informs the mode and preparations of assessment methods.
Audience, Behaviour, Condition, Degree
Audience, Behaviour, Confidence, Degree
An effective learning outcome guides the delivery of the lesson plans.
13. Which of the following is NOT a verb?
An effective learning outcome ensures students will perform well during assessments.
11. Which of the following is NOT found in the Level of Mastery in the Psychomotor Domain (developed by Dave 1975)?
7. Which of the following VERB is most suitable for crafting a Cognitive Learning Outcome?
Articulation, Behaviour, Confidence, Degree
Performs
Demonstrate
The results of an effective learning outcome can be easily tested for accuracy and reliability.
Imitation
2. Which of these is NOT a learning outcome when designing a diploma programme?
Articulation, Behaviour, Condition, Degree
Calibrates
Choose
After answering above, end the test
Articulation
After answering above, go to next question ...
Module Outcome
Adheres
Articulation
Graduate Outcome
Synthesize
Creation
Summarises
Assessment Outcome
… or review your earlier answers.
Manipulation
Lesson Outcome
Develop a personal process of creative methods and concepts
18. Define “Degree” in Robert Mager’s ABCD Model (1962) of writing Learning Outcomes.
8. Which of the following VERB is most suitable for crafting a Affective Learning Outcome?
Know how transistors can be effectively soldered on a circuit board
3. A module’s learning outcomes informs the:
Influences
Download this learning guide as notes. (TO BE DONE)
Online Resources http://www.nwlink.com/~donclark/hrd/bloom.htmlComprehensive background on Bloom’s Taxonomy. Includes academia citations. http://www.personal.psu.edu/bxb11/Objectives/GoalsAndObjectives_print.htmlComprehensive website on Bloom’s Taxonomy. Includes list of verbs and examples of ABCDs of learning objectives. http://elearn.unisim.edu.sg/wetp/wlo/010101_e/010101_e.htmE-learning Course on writing good learning outcomes Print Outs
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Download a list of verbs from Bloom’s Taxonomy (PDF)
Online Resources & Print Outs