Step II

Aligning Learning Objectives with Assessments

By using a range of assessment approaches, such as project-based learning, experiential learning, and formative and summative assessments to target a specific cognitive level from the Revised Bloom’s Taxonomy, you can create assessments that effectively measure student learning. By aligning assessments with the corresponding cognitive levels, you can ensure that students are being challenged in appropriate ways and that they are developing a deeper understanding of the material.

To help with this process, the following table provides an overview of the different types of assessments that correspond with each cognitive level of Revised Bloom’s Taxonomy. Additionally, the table includes suggestions for the implementation of each assessment type in the course and a proposed weight in the final grade.

Cognitive Level (Bloom’s Taxonomy)

The Remembering category in Bloom’s Taxonomy focuses on the cognitive skills associated with the recall of information. The main objective is to remember previously learned concepts or information. It includes identifying and recalling information such as facts, definitions, and basic concepts. Examples of activities that develop remembering skills include reciting facts, identifying basic principles, and listing characteristics.

Assessment Types

โœ… multiple answer/choice questions
โœ… fill in the blanks
โœ… matching exercises
โœ… short-answer questions

Example โ†—๏ธย 

Evaluation Type

Formative Assessment

Implementation & weight

Low-stakes assessment
๐Ÿ‘‰ (>10% of final grade)

homework, weekly assignments, or weekly participation (in asynchronous courses)

Cognitive Level (Bloom’s Taxonomy)

The Understanding category in Bloom’s Taxonomy refers to the cognitive skills that involve the comprehension and interpretation of information. Learners are expected to demonstrate their ability to understand and interpret concepts, ideas, and information.

The skills that are developed in the Understand category include explaining ideas or concepts in one’s own words, summarizing information, identifying key elements or components of a topic, describing cause and effect relationships, and interpreting data or graphs.

Assessment Types

โœ… summarizing exercises
โœ… paraphrasing activities
โœ… discussion questions
โœ… mind maps

Example โ†—๏ธ

Evaluation Type

Formative Assessment

Implementation & weight

Low-stakes assessment
๐Ÿ‘‰ (10 – 15% of final grade)

homework, weekly assignments, weekly participation (in asynchronous courses), or discussion board forums

Cognitive Level (Bloom’s Taxonomy)

The Applying category in Bloom’s Taxonomy focuses on using acquired knowledge in new and real-life situations. The skills developed in this category include the ability to apply familiar information or processes to new situations, problems, or tasks, as well as the ability to carry out a procedure or method correctly.

Examples of skills in this cognitive category include using mathematical formulas to solve problems, applying scientific principles to conduct an experiment, using critical thinking skills to solve a real-world problem, or applying technical skills to complete a project.

Assessment Types

โœ… case studies and problem-solving activities
โœ… experiments and simulations
โœ… role-playing exercises

Example โ†—๏ธ

Evaluation Type

Formative Assessment

Experiential Learning

Project-Based Learning

Implementation & weight

Medium-stakes assessment
๐Ÿ‘‰ (15 – 20% of final grade)

discussion board forums, short papers, small-scale projects

Cognitive Level (Bloom’s Taxonomy)

In the Analyzing category of Bloom’s Taxonomy, the emphasis is on breaking down complex ideas or concepts into smaller, more manageable parts in order to understand their relationships and how they work together. Skills that are being developed in this category include the ability to identify patterns, recognize cause-and-effect relationships, compare and contrast different elements, differentiate between facts and opinions, and draw conclusions based on evidence. Analyzing also involves examining information from different perspectives and considering the implications of alternative interpretations or viewpoints. This category of Bloom’s Taxonomy is particularly important for developing critical thinking and problem-solving skills.

Assessment Types

โœ… data analysis and interpretation tasks
โœ… comparing and contrasting activities
โœ… cause-and-effect analyses
โœ… diagramming and concept mapping exercises

Example โ†—๏ธ

Evaluation Type

Project-Based Learning

Experiential Learning

Summative Assessment

Implementation & weight

High-stakes assessment
๐Ÿ‘‰ (20 – 25% of final grade)

midterm, final, or capstone project

Cognitive Level (Bloom’s Taxonomy)

In the Evaluating category of Bloom’s Taxonomy, students are developing skills that involve making judgments and decisions based on criteria and standards. Learners develop skills to assess, compare, evaluate, and critique information or concepts. They can analyze information to identify strengths and weaknesses, make decisions based on criteria, and determine the value or effectiveness of a concept or approach. They are also developing skills to evaluate the reliability and accuracy of information sources, as well as determine the credibility of arguments and claims. This category is essential for developing critical thinking skills that enable students to form their own opinions and make informed decisions.

Assessment Types

โœ… argumentative writings and debates
โœ… critical reviews and elections
โœ… peer and self-assessment exercises
โœ… diagramming and concept mapping exercises

Example โ†—๏ธ

Evaluation Type

Project-Based Learning

Experiential Learning

Summative Assessment

Implementation & weight

High-stakes assessment
๐Ÿ‘‰ (25 – 30% of final grade)

midterm, final, of capstone project

Cognitive Level (Bloom’s Taxonomy)

The Creating category of Bloom’s Taxonomy represents the highest level of cognitive processes. At this level, learners are expected to use their knowledge and understanding of concepts to develop new ideas, generate original work, and produce innovative products. This level requires learners to use critical and creative thinking skills to design, construct, plan, and invent new things.

Some specific skills that can be developed at this level include brainstorming, idea generation, problem-solving, product development, prototyping, and design thinking. Learners at this level are also expected to be able to evaluate their own work and the work of others to assess its quality, effectiveness, and impact. The Creating category is all about using existing knowledge and skills to develop something new, original, and innovative.

Assessment Types

โœ… research projects
โœ… scientific experiments and inventions
โœ… creative writing tasks
โœ… artistic and musical projects
โœ… product design tasks

Example โ†—๏ธ

Evaluation Type

Project-Based Learning

Experiential Learning

Summative Assessment

Implementation & weight

High-stakes assessment
๐Ÿ‘‰ (25 – 30% of final grade)

midterm, final, of capstone project

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