Using Action Verbs as Learning Outcomes: Applying Bloom’s Taxonomy in Measuring Instructional Objectives in Introductory Psychology

Instrumentation subject has a major and vital role in the industrial field. The concepts of sensors, actuators, signal interface, and conditioning, programming the microprocessor and microcontroller are the most important requisites to comprehend and contribute to the real-world application. The application of these concepts is PLC and Robotics course where the students can apply and practical experience the output. To design a project and to implement we need multidisciplinary concepts and sequence of steps viz., defining an idea, requirements and the fabricating parts to bring out a visual structure in order to perform an intended function. To inculcate this culture it’s much more important to follow and implement the standard and well-known methodology called Bloom’s taxonomy in the classroom environment for a better outcome of the course. Current leading technology PLC and Robotics course, (which require prerequisite knowledge of courses like Instrumentation, Microprocessors, Mechatronics) are very well connected for applying the gained concepts to continue the stream of the learning process. The paper presents how to bring better learning Outcomes and also create interest in the course PLC and Robotics by implementing Bloom’s taxonomy by conducting activities in the classroom.

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How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula

BMJ Open ◽

10.1136/bmjopen-2019-034962 ◽

2020 ◽

Vol 10 (3) ◽

pp. e034962

Author(s):

Paulina Stehlik ◽

Christy Noble ◽

Caitlin Brandenburg ◽

Peter Fawzy ◽

Isaac Narouz ◽

...

Keyword(s):

Content Analysis ◽

Learning Outcomes ◽

Research Training ◽

Bloom's Taxonomy ◽

Learning Activities ◽

Secondary Outcome ◽

Research Experience ◽

Accessible Information ◽

Bloom’S Taxonomy ◽

Assessment Activities

ObjectivesPatients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment and the nature of scholarly project requirements.DesignWe undertook content analysis of publicly available documents to characterise college research training curricula.SettingWe reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks and assessment-related documents.ParticipantsFifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measuresTwo reviewers extracted and coded research-related activities as learning outcomes, activities or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (eg, formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.ResultsFifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.ConclusionsAustralian specialist college research curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.

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Analyzing Learning Outcomes for Electronic Fundamentals Using Bloom’s Taxonomy

2019 IEEE Global Engineering Education Conference (EDUCON) ◽

10.1109/educon.2019.8725137 ◽

2019 ◽

Cited By ~ 2

Author(s):

Arthur James Swart ◽

Marllene Daneti

Keyword(s):

Learning Outcomes ◽

Bloom's Taxonomy ◽

Bloom’S Taxonomy

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Enhancing Learners’ Academic Performances Using Student Centered Approaches

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i16.14875 ◽

2020 ◽

Vol 15 (16) ◽

pp. 4

Author(s):

Preeti Jaiswal ◽

Abdulghani Al-Hattami

Keyword(s):

Higher Education ◽

Language Learning ◽

Learning Outcomes ◽

Information Acquisition ◽

English Language ◽

Bloom's Taxonomy ◽

Vocabulary Knowledge ◽

Receptive Vocabulary ◽

Student Centered ◽

Bloom’S Taxonomy

Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to examine the effects of using the hierarchical instructional set of cognitive processes delineated in Bloom’s taxonomy for boosting learners’ vocabulary competency in English language learning, in higher education. The sample for this study consisted of 39 students (nine males and thirty females) who were studying course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2018-19 at University of Bahrain. The course aims to enhance learners’ language skills to enable them to communicate constructively in various business contexts. The results revealed that Bloom’s learning approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary in language learning and conducive for promoting proficiency in English vocabulary knowledge.

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The analysis of 9th grade chemistry curriculum and textbook according to revised Bloom’s taxonomy

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v15i1.3516 ◽

2020 ◽

Vol 15 (1) ◽

pp. 9-20

Author(s):

Seraceddin Levent Zorluoglu ◽

Aydin Kizilaslan ◽

Melek Donmez Yapucuoglu

Keyword(s):

Learning Outcomes ◽

Conceptual Knowledge ◽

Procedural Knowledge ◽

Bloom's Taxonomy ◽

Cognitive Domain ◽

Factual Knowledge ◽

Chemistry Curriculum ◽

9Th Grade ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy

The aim of this study is to taxonomically analyse the 9th grade Turkish chemistry curriculum. A descriptive analysis method is used throughout the study. The document analysis is applied as a method to construct the codes and themes to reflect the results of the study. The results of the study exhibit that most of learning outcomes of the 9th grade chemistry curriculum focus on understand level (61%), and other levels of outcomes are remember (16%), apply (5%), analyse (13%), evaluate (0%) and create (5%). In addition, learning outcomes in the distribution of the cognitive domain are conceptual knowledge (79%), factual knowledge (16%), metacognitive knowledge (5%) and procedural knowledge (0%). The analysis of the textbook clearly shows that majority of the outcomes of units are based on conceptual knowledge and factual knowledge in particular units; however, the textbook has no learning outcomes as procedural and metacognitive in some units such as second, third and fourth units. Keywords: Chemistry curriculum; revised Bloom’s taxonomy; secondary science education;

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Assessing the Teaching and Learning Process of an Introductory Programming Course With Bloom's Taxonomy and Assurance of Learning (AOL)

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch074 ◽

2021 ◽

pp. 1413-1430

Author(s):

Sohail Iqbal Malik

Keyword(s):

Problem Solving ◽

Learning Outcomes ◽

Programming Language ◽

Teaching And Learning ◽

Bloom's Taxonomy ◽

Learning Approach ◽

Introductory Programming ◽

Bloom’S Taxonomy ◽

Assurance Of Learning ◽

And Performance

Learning to program requires the development of multiple skills including critical thinking, problem-solving, as well as learning the syntax and semantics of the programming language. For novices, to acquire all these skills is considered a challenging and difficult task. They have to focus on both problem-solving strategies and the syntax and semantics of the programming language to acquire these skills. In this study, this article compares the current teaching and learning approach of an introductory programming (IP) course with the six categories of Bloom's taxonomy. The assurance of learning (AOL) process was incorporated in the IP course to assess students' learning outcomes on the basis of achiever (high, medium and low) and performance (very good, good enough and not good enough) categories. The results showed that the current teaching and learning approach of the IP course addressed all the six categories of Bloom's taxonomy. Most of the students (63%) fall under the medium achiever category. Moreover, 50% students learning outcomes come under ‘not good enough' performance category.

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Steps of Designing a Personal Questions Bank in a Pedagogical Way

Theory and Practice in Language Studies ◽

10.17507/tpls.1006.03 ◽

2020 ◽

Vol 10 (6) ◽

pp. 638

Author(s):

Mona M. Hamad ◽

Ehab S. Alnuzaili

Keyword(s):

Learning Outcomes ◽

Bloom's Taxonomy ◽

Cognitive Domain ◽

Whole Process ◽

Bloom’S Taxonomy ◽

Complicated Process ◽

Different Types ◽

The Difference ◽

Intended Learning Outcomes ◽

Different Levels

Teaching is one of the most important professions that affect different aspects of life. Despite the difference between teaching and testing process, they have a huge interdependent and integrated relation. Teasing information out of them is a complicated process when they are separated. The educational objectives can’t be achieved without the integration between teaching and testing .This paper addresses steps of designing a questions bank that may help teachers come out with perfect tests that evaluate different levels of Bloom’s Taxonomy cognitive domain, backwash the whole process of the course learning, and reflect intended learning outcomes (ILOs). This paper helps teachers design their questions bank while they are teaching and illustrates steps of feeding it with different types of questions using the cognitive domain of Bloom’s Taxonomy, table of specification (TOS) and level of difficulties in a pedagogical way.

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How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula.

10.31219/osf.io/t69wr ◽

2019 ◽

Author(s):

Paulina Stehlik ◽

Christy Noble ◽

Caitlin Brandenburg ◽

Peter Fawzy ◽

Isaac Narouz ◽

...

Keyword(s):

Content Analysis ◽

Learning Outcomes ◽

Research Training ◽

Bloom's Taxonomy ◽

Learning Activities ◽

Secondary Outcome ◽

Research Experience ◽

Accessible Information ◽

Bloom’S Taxonomy ◽

Assessment Activities

Objectives:Patients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment, and the nature of scholarly project requirements.Design:We undertook content analysis of publicly available documents to characterise college research training curricula. Setting: We reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks, and assessment-related documents.Participants: Fifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measures: Two reviewers extracted and coded research-related activities as learning outcomes, activities, or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s Taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (e.g. formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.Results: Fifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s Taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.Conclusions: Australian specialist college curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.

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Analysis of Learning Outcomes in Medical Education with the Use of Fuzzy Logic

Studies in Logic, Grammar and Rhetoric ◽

10.2478/slgr-2021-0036 ◽

2021 ◽

Vol 66 (3) ◽

pp. 609-616

Author(s):

Jacek Stańdo ◽

Iwona Mokwa-Tarnowska ◽

Magdalena Roszak

Keyword(s):

Medical Education ◽

Fuzzy Logic ◽

Learning Outcomes ◽

Efficient Method ◽

Bloom's Taxonomy ◽

Member States ◽

Eu Member States ◽

Bloom’S Taxonomy ◽

The Eu

Abstract The national curricula of the EU member states are structured around learning outcomes, selected according to Bloom’s Taxonomy. The authors of this paper claim that using Bloom’s Taxonomy to phrase learning outcomes in medical education in terms of students’ achievements is difficult and unclear. This paper presents an efficient method of assessing course learning outcomes using Fuzzy Logic.

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