Your Blooming Curriculum. Using Bloom s Taxonomy to Determine Student Performance Expectations

Transcription

1 Yur Blming Curriculum Using Blm s Taxnmy t Determine Student Perfrmance Expectatins

2 Sessin Descriptin Blm's Taxnmy is a useful tl fr analyzing the rigr and alignment f yur curriculum. In this sessin, we will discuss the different levels f Blm's Taxnmy and hw we can use the levels t identify assessment strategies and criteria. Bring alng ne f yur curse utcme summaries if yu want t Blm yur curriculum.

3 Sessin Objectives By the end f tday s sessin, yu shuld be able t: Differentiate between the levels f Blm's Taxnmy Apply Blm's Taxnmy in cmpetency develpment Identify assessment strategies that align with a cmpetency's Blm's level Identify criteria that align with a cmpetency's Blm's level

4 Blm s Taxnmy Defined Blm s Level Remembering Understanding Applying Analyzing Evaluating Creating Functin Learner can repeat back r g thrugh the steps Learner can explain cncept in wn wrds r explain why each step is needed Learner can DO. Learner applies knwledge t specific situatins, bringing thery int practice Learner cmpares, breaks a cncept dwn int cmpnents, shws relatinships, recgnizes assumptins and lgical reasning Learner determines value, judges, criticizes, and assesses cmplex ideas t make decisins and supprt views. Learner creates smething new, cmbines elements t plan and frm new structures. Learner therizes, designs, and tests cncepts.

5 Applying Blm s t Student Learning Blm s Level Remembering Understanding Applying Analyzing Evaluating Creating Student Learning Expectatin Identify the parts f a blueprint. Explain the functin f each part f a blueprint. Use a blueprint t assemble a prduct. Explain the implicatins f changing ne cmpnent n a blueprint. Determine the accuracy f each part f a blueprint. Create a blueprint t assemble a prduct.

6 Yu Try On yur table is an envelpe labeled Matching. Remve the cntents and match the student learning expectatin t the crrespnding Blm s Taxnmy level. What helps yu determine the level? What makes it difficult t determine the level?

7 Cmpetency Basics Cmpetencies reflect majr skills/knwledge. As a rule f thumb, there shuld be 3-6 cmpetencies per credit. Cmpetency assessment fcuses n perfrmance SO Cmpetencies shuld be written at the Applying, Analyzing, Evaluating, r Creating levels where learners are expected t DO smething with the skills/knwledge learned Cmpetencies shuld be written frm the student perspective, finishing the sentence, When yu cmplete this unit, yu will be able t

8 Applying Level Cmpetencies at the Applying level have learners use the skills and knwledge t accmplish a task that des nt require analysis, evaluatin, r creatin. Examples: Demnstrate prper prcedures f basic grinder peratin. Frmat a paper in Wrd. Use CSS t style web pages. Perfrm general brake systems diagnsis. Cmpetencies at the applying level have prescribed steps. There is generally a right/wrng way t perfrm with little critical thinking invlved.

9 Analyzing Level Cmpetencies at the analyzing level have learners cmpare and cntrast, break a cncept int cmpnents, shw relatinships, recgnize assumptins and lgical reasning. Examples: Analyze current federal and state incme tax laws. Differentiate scpes f practice within the nursing prfessin. Examine the architecture f crrectinal institutins. Explain micrbial grwth requirements. Cmpetencies at the analyzing level lk at the parts f the whle, hw they are cnnected, and hw changes in ne part affects the thers.

10 Evaluating Level Cmpetencies at the evaluating level have learners determine value, make judgments, criticize, assess cmplex ideas t make decisins and supprt views. Examples: Select apprpriate activities as related t interventin gals and client needs. Evaluate methds f designing and measuring sustainable buildings

11 Creating Level Cmpetencies at the creating level have learners cmbining elements t plan and frm smething new. Examples: Design a data cllectin strategy fr healthcare perfrmance measurement. Develp prtcls fr a farm. Create a marketing plan. Cmpetencies at the creating level require learners t cnsider wh, what, where, when, and/r hw t create a unique prduct/prcess.

12 Yu Try Using the curse utcme summary yu brught r ne at yur table, assign a Blm s Taxnmy level t the first 5 r 6 cmpetencies. When yu are finished, discuss with 1 r 2 ther peple at yur table why yu assigned the level yu did t each cmpetency.

13 Using Blm s t Select Assessment Strategies Blm s Level Remembering Understanding Applying Analyzing Evaluating Creating Assessment Strategies T/F, Multiple Chice, Matching, Fill-in-the-blank questins that use the exact r very similar wrding as the instructinal materials T/F, Multiple Chice, Matching, Fill-in-the-blank questins that vary the wrding f the instructinal materials Demnstratin, Case Study, Prject (with very specific criteria), Drawing/Illustratin, carefully crafted multiple chice questins Written Reprt, Oral Reprt, Essay Questin Critique, Scenari Respnse, Reflectin, Essay Questin Research Paper, Oral Presentatin, Prtfli, Prject, Perfrmance

14 Yu Try Lking at the same 5 r 6 cmpetencies, determine if the assessment strategies listed align with the assigned level f Blm s Taxnmy. When yu are finished, discuss with 1 r 2 ther peple at yur table hw yu determined if they aligned and what shuld be dne if they dn t.

15 Criteria Illustrate Blm s Level The criteria listed fr the cmpetency prvide the details that illustrate the expectatins: Applying criteria will list the specific steps students will demnstrate r the specific characteristics their prduct will include. There is little critical thinking at this level. Analyzing criteria will have students cmpare, cntrast, determine, diagram, explain, interpret, predict, trublesht Evaluating criteria will have students advise, critique, criticize, justify, recmmend, verify Creating criteria will have students design and/r develp prducts that invlve critical thinking in the selectin and assembly f cmpnents

16 Yu Try Lking at the same 5 r 6 cmpetencies, determine if the criteria listed align with the assigned level f Blm s Taxnmy. When yu are finished, discuss with 1 r 2 ther peple at yur table hw yu determined if they aligned and what shuld be dne if they dn t.

17 Questins? Andrea Schull WITC Curriculum & Assessment Manager x2249