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
✅ multiple answer/choice questions
✅ fill in the blanks
✅ matching exercises
✅ short-answer questions
Example ↗️
Evaluation Type
Formative Assessment
Implementation & weight
Low-stakes assessment
👉 (>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
✅ summarizing exercises
✅ paraphrasing activities
✅ discussion questions
✅ mind maps
Example ↗️
Evaluation Type
Formative Assessment
Implementation & weight
Low-stakes assessment
👉 (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
✅ case studies and problem-solving activities
✅ experiments and simulations
✅ role-playing exercises
Example ↗️
Evaluation Type
Formative Assessment
Experiential Learning
Project-Based Learning
Implementation & weight
Medium-stakes assessment
👉 (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
✅ data analysis and interpretation tasks
✅ comparing and contrasting activities
✅ cause-and-effect analyses
✅ diagramming and concept mapping exercises
Example ↗️
Evaluation Type
Project-Based Learning
Experiential Learning
Summative Assessment
Implementation & weight
High-stakes assessment
👉 (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
✅ argumentative writings and debates
✅ critical reviews and elections
✅ peer and self-assessment exercises
✅ diagramming and concept mapping exercises
Example ↗️
Evaluation Type
Project-Based Learning
Experiential Learning
Summative Assessment
Implementation & weight
High-stakes assessment
👉 (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
✅ research projects
✅ scientific experiments and inventions
✅ creative writing tasks
✅ artistic and musical projects
✅ product design tasks
Example ↗️
Evaluation Type
Project-Based Learning
Experiential Learning
Summative Assessment
Implementation & weight
High-stakes assessment
👉 (25 – 30% of final grade)
midterm, final, of capstone project
Love the way this is laid out. Very clear and helpful
Excellent overview. Clear and straight to the point.
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