online course development guide - northwest university · discussion forum written/ applied/...

Online Course Development Guide

Resources developed through interactions with Significant Systems Fall 2015

Mission: We, the people of Northwest University, carry the call of God by continually building a learning community dedicated to spiritual vitality, academic excellence, and empowered engagement with human need.

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Table of Contents

ABOUT THE ONLINE COURSE DEVELOPMENT GUIDE .............................................................................................. 3

COURSE DELIVERY FRAMEWORK ........................................................................................................................... 3

UNDERGRADUATE ONLINE COURSES .................................................................................................................................. 3

GRADUATE ONLINE COURSES ........................................................................................................................................... 3

GUIDELINES FOR COURSE DEVELOPERS ................................................................................................................. 3

MISSION STATEMENT ............................................................................................................................................ 4

IMPORTANT RESOURCES FOR USE IN COURSE DESIGN .......................................................................................... 4

DEFINITION OF COURSE OUTCOMES................................................................................................................................... 4

VALUE OF USING THE PRINCIPLES OF BLOOM'S TAXONOMY .................................................................................................... 5

BLOOM'S TAXONOMY TOOLS............................................................................................................................................ 5

LINKING A COURSE OUTCOME TO A LEARNING ACTIVITY AND A MEASUREMENT STRATEGY ........................................................... 6

EXAMPLES OF INCONSISTENT ALIGNMENT: .......................................................................................................................... 6

STANDARD MODEL FOR COURSE DEVELOPERS ..................................................................................................................... 7

COURSE GUIDE COMPONENTS .......................................................................................................................................... 7

TEMPLATES FOR CREATING AN ONLINE COURSE GUIDE ........................................................................................ 8

LOCATION OF THE TEMPLATES .......................................................................................................................................... 9

HOW TO ACCESS GOOGLE DRIVE ....................................................................................................................................... 9

ORIENTATION WEBINAR ........................................................................................................................................ 9

CALENDAR FOR COURSE DEVELOPERS ................................................................................................................... 9

ESSENTIAL STEPS REQUIRED IN COMPLETING RUBRICS FOR ONLINE COURSES .................................................... 10

STANDARD RUBRICS FOR ONLINE COURSES ........................................................................................................ 13

RUBRIC FOR "INITIAL" AND "RESPONSE" POSTS IN DISCUSSION FORUM .................................................................................. 13

RUBRIC FOR "INITIAL" AND "RESPONSE" POSTS IN DISCUSSION FORUM .................................................................................. 15

"APPLIED" LEARNING ACTIVITY ....................................................................................................................................... 16

"APPLIED" LEARNING ACTIVITY ....................................................................................................................................... 17

SUMMATIVE PROJECT RUBRIC ........................................................................................................................................ 18

SUMMATIVE PROJECT RUBRIC ........................................................................................................................................ 18

CREATE YOUR OWN RUBRIC ........................................................................................................................................... 19

APPENDIX A : BLOOM’S TAXONOMY ................................................................................................................................ 20

Online Instruction Policies Northwest University

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About the Online Course Development Guide The Online Course Development Guide presents essential information about online courses offered by Northwest University: their design, instructional methodologies and assessment measures. It begins with an illustration of the learning framework in which online courses are delivered.

Course Delivery Framework Asynchronous delivery is used in all online courses at Northwest University. A separate framework has been designed for undergraduate and graduate courses, recognizing the specific learning needs associated with each of these levels.

Undergraduate Online Courses

A seven-week instructional model is used for delivering undergraduate online courses, with three assessed learning activities per week. The final week is devoted to the development of the summative project. Each learning activity focuses specifically on one or more Course Outcomes.

Elements in Course Design and Evaluation Structure

Exploration of Subject Content through Reading

Interaction in Discussion Forum

Written/ Applied/ Creative/

Demonstration Activity

Summative Project

Assessed using a weekly objective quiz (required for

Undergraduate level courses)

Assessed using a rubric



Graduate Online Courses

An eight-week instructional model is used for delivering graduate online courses. Except for its length, the graduate course design is similar to the undergraduate design. At both levels, some flexibility may occur in the number of assessed learning activities assigned in a given week. More latitude is given in the structure of graduate courses appropriate to the subject matter. But, in both undergraduate and graduate online offerings a standard point system, totaling 1000, is established in every course. The weighting of individual assessed learning activities varies from course to course. A Course Guide is developed to outline course components and details of the learning experience designed for the course.

Guidelines for Course Developers The University's mission defines the broad perspective for course design and development. It is stated

below, followed by a description of resources and tools that are useful in creating high quality online

courses that engage students in valuable online learning experiences.


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Mission Statement We, the people of Northwest University, carry the call of God by continually building a learning community dedicated to spiritual vitality, academic excellence, and empowered engagement with human need.

Core Values

The Mission of Northwest University, a Christian university affiliated with the Assemblies of God, is derived from the following core values:

Spiritual Vitality (Heart)

Moving together in personal relationship with Christ Jesus and knowledge of God's calling, we dedicate ourselves to Spirit-filled service.

Practicing discipleship and worship with biblical faithfulness, we develop courage and character to meet the challenges of our world.

Crafting a diverse, lifelong community, we recognize the intrinsic worth and dignity of each individual and facilitate friendships and networks that reach out to welcome others in love.

Academic Excellence (Head)

Exploring all truth with scholarly excellence, we build a biblical worldview to prepare each other for service and leadership throughout the world.

Developing moral, spiritual, intellectual, and aesthetic values through the arts and sciences, we integrate faith, learning, and life.

Thinking critically, we aid one another in academic achievement and lifelong pursuit of knowledge, wisdom, and skills.

Empowered Engagement (Hand)

Growing holistically, we clarify and obey individual God-given callings.

Communicating and modeling the Gospel, we call people and communities to be reconciled to God and to each other.

Demonstrating Spirit-inspired compassion and creativity, we meet the needs of individuals, build communities, and care for creation.

Important Resources for Use in Course Design

Definition of Course Outcomes

Course Outcomes (also known as learning outcomes instructional objectives and course objectives) are statements describing what learners will be able to do upon completion of a unit of instruction. They identify what learners should do during the course and how their performance will be measured. Course Outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Course Outcomes are usually expressed as knowledge, skills, or attitudes. To ensure that


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activities and evaluation are valid and properly aligned to instructional goals and content, specific assessments must be developed and linked to corresponding outcomes.

Robert Mager (1984) offered these specific definitional guidelines: Course outcomes relate directly to significant aspects of the course content, are concise, and stated in measurable terms using guidelines formulated by Bloom's Taxonomy.

An objective is a description of a performance desired for students to be able to exhibit. An objective describes an intended result of instruction, rather than the process of instruction itself.

Value of Using the Principles of Bloom's Taxonomy

Bloom's Taxonomy (1956) was created by a research team under the leadership of educational

psychologist, Dr. Benjamin Bloom. It identifies three domains in which learning activities occur and

precise characteristics within each one.

Cognitive Domain: development of mental skills (Knowledge); Affective Domain: growth in feelings or emotional areas (Attitude or self); Psychomotor Domain: manual or physical skills (Skills)

Within online course design Bloom's findings help in determining the level of cognitive learning that the

course requires. The taxonomy allows a developmental pattern of learning to be created within the

course. Course Developers are required to use Bloom's Taxonomy as a guide in developing appropriate

instructional strategies and assessment strategies.

Information about Bloom below is presented in an expanded format at

http://www.personal.psu.edu/bxb11/Objectives/ActionVerbsforObjectives.pdf

Bloom's Taxonomy Tools

Six levels of cognition;

intellectual outcomes

achievable in the cognitive

domain.

Outcomes can be arranged to

encourage a developmental

process in learning.

Long-term learning increases

when learners are asked to use “higher cognitive” processes: in Analyzing and Evaluating, for

example.

See Appendix A for specifics about Bloom’s Taxonomy

http://www.personal.psu.edu/bxb11/Objectives/ActionVerbsforObjectives.pdf


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Linking a Course Outcome to a Learning Activity and a Measurement Strategy

Each Course Outcome must be linked to one or more appropriate instructional/learning activities and

one or more measurement means must be identified. This alignment is essential and needs to be

charted.

See example below.

Examples of Inconsistent Alignment:

Inconsistency occurs in the following when, for example:

The objective is to “design a nutrition plan,” but the assessment is a multiple choice quiz.

The objective is to “define psychology terminology,” but the assessment is a case study analysis.

Assignment: Research and Written Analysis

Develop a set of guidelines that the owner of a small business with three departments and fewer than ten employees could use as he/she considers an expanded organizational structure. The business is stable, but the owner wants to take advantage of an additional market opportunity, which will require adding a new department. What criteria must be considered in moving away from an organic organizational structure? How can an organizational structure reach maximum effectiveness? What key factors should guide the owner's decision?

Weekly Course Outcomes: Explain the nature and optimal use of organic structure in an

organization.

Course Objective: Describe various types of organizational configuration and identify the strategic

usefulness of each.

Rubric: (Example of one aspect in the rubric designed to measure the original Course Outcomes)

Criteria Strong Average or Moderate Weak

Ability to describe specific types of organizational configuration

Cleary recognizes characteristics of organizations and describes specific differentiations

Generally identifies distinctions among organizational characteristics, but descriptions lack clarity or preciseness

Unable to describe specific difference among types of organizational configuration


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Standard Model for Course Developers The template that follows is to be used in developing a Northwest University online course. It contains

the design elements that are standard in the University's online courses.

Course Outcomes for each course must be departmentally approved before the Course Developer can begin the development process.

Course textbook also must be departmentally approved.

Course Guide Components A Course Guide is developed to outline course components and details of the learning experience

designed for the course. Its standard components are:

Course Title and Code -As stated in the University Catalog Catalog Description -As stated in the University Catalog Course Overview -A brief summary of the course design Course Outcomes -A list of specific outcomes stated in measurable format Required Learning Resources - List of textbook(s), articles, multimedia, websites Optional Learning Resources - List of textbook(s), articles, multimedia, websites Weekly Learning Activities -Linked to specific course outcomes; assessed by rubrics tied to course outcomes --Discussion Forum --Application Learning Activity (One activity weekly, selected from Case Study, Essay, Focused Research/Report, Journal, Presentation)

Assessment --Weekly Learning Quiz Assessment --Summative Project Assessment

Exploration of Subject Content through Reading

Interaction in Discussion Forum

Written/ Applied/ Creative/

Demonstration Activity

Summative Project

Assessed using a weekly objective

quiz (Required for Undergraduate level courses)





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Templates for Creating an Online Course Guide

A separate template has been prepared for each of these elements in the Online Course Guide:

Template for Course Basic Information Course Code and Title, Catalog Description (provided by NU staff), Course Overview, Course Outcomes, Required Learning Resources including textbook(s), articles and multimedia, if desired, and Optional Learning Resources including articles and multimedia, if desired.

Assessment Points Table Points assigned for each assignment--totaling 1000 for each course.

Template for Weekly Format of Assignments (Weeks 1-6 for Undergraduate and Weeks 1-7 for Graduate) Following are the items included in the weekly template: Course Focus, Course Outcome(s), and:

Required Reading includes articles and multimedia (if desired), Optional Learning Resources including articles and multimedia (if desired). Discussion Course Developer includes Rubric, Topic, Quotation, Instructions, Quiz or second Discussion assignment or an additional Applied Learning Activity (Graduate level only). Quiz Practice (5 questions untimed) and a learning quiz (10 questions – 15 minute time limit – student is given the option of taking the learning quiz a second time if unhappy with their grade and the system will record the higher of the 2 grades in the gradebook). The Course Developer provides 25 questions from a text bank randomly chosen by the LMS. Course Developers may use the textbook’s test bank for possible questions to include in the test bank, if necessary. Graduate courses must offer a second Discussion Forum or an additional Applied Learning Activity if an objective quiz is not used.

Weekly Applied Learning Activity Course Developer includes the Rubric, Type (i.e. Case Study, Essay, Critique/Report, Journal, Presentation, Personal Reflection, or other type of assignment), Topic, Quotation, and Instructions.

Script to be used in Weekly Overview Video Course Developer prepares a script with a conversational, informal tone that informs the student of the scope of the material to be covered in the week ahead. Main purpose: to help the student become engaged in the week's activity. 350- 500 words. Template for Summative Project Course Developer includes Focus, Course Outcomes, Topic, Quotation, and Summative Activity.

Course Resources Folder This is a location for depositing media materials or other content that the Course Developer wants to have linked to the course for students. The files should designate which


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week the resource and a identifiable name which will need to be listed in the Weekly Template (resources ) at the point when the student needs access to the material.

Location of the Templates

The Templates are located in Google Drive. Access to Google Drive requires a personal g-mail account. A video, available in Google Drive explains navigation. Each Template is designed for easy use.

A frame has been prepared for each aspect of the course.

Clear instructions are provided, indicating what content the Course Developer should insert into each frame.

Content created in (or pasted into) each frame can be edited and spell-checked.

Whatever content that is inserted into a frame is automatically saved in Google Drive.

Individuals assigned to oversee the development of online courses are able to view content the Course Developer has inserted.

How to Access Google Drive

The University will provide information on how to access Google Drive. Setting up a personal g-mail account is the first step.

Orientation Webinar A webinar (or a Workshop) will be offered to explain the course development processes, providing an opportunity for Course Developers to ask questions and clarify procedures.

Calendar for Course Developers After a course developer has been contracted to develop a specific online course and the Course Outcomes for the course have been approved, the development process involves the following distinct phases. A firm deadline will be established at the outset for the completion of each, and a person will be assigned to oversee the development process, monitor progress, and ensure that the schedule is maintained.

Phase 1 Course Outcomes and textbook(s) are approved by Departmental Dean; schedule is distributed

Phase 2 Course Developer is given access to Templates in Google Drive Phase 3 Course Developer adds course resource materials (media) to Course Resources Folder Phase 4 Course Developer completes Course Content Templates

Phase 5 Copy edits of all material created by Course Developer by independent Copy Editor

Phase 6 Final revisions by Course Developer, if needed Phase 7 Final approval by CAPS Dean and Departmental Dean

Phase 8 LMS technician uploads all content to the online classroom platform Phase 9 Learning Design Technician assists Course Developer in inserting digital widgets,

if needed Phase 10 Links to analytics functions and reports are made in the LMS by NU Deadlines set for Course Developers to prepare and submit content must be strictly kept, since several time-consuming stages remain to be accomplished after their work is completed.


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Essential Steps Required in Completing Rubrics for Online Courses

A. The Measurement Model The model below is the standard approach built into the instructional design of each Northwest University online course.

B. Available Rubrics Two rubrics (the Discussion Forum Rubric and the Summative Project Rubric) have been presented to each Course Developer.

These should be considered "standard"--because the Discussion Forum and the Summative Project are common elements in the University's online courses.

As you review them, you will notice that they are generic in nature (see explanation below). However, in some cases, they may need to be modified somewhat--given unique types of

learning activities that a course writer may build into a particular Discussion Forum or Summative Project.

Under such unusual circumstances modifications may be done. IMPORTANT NOTE:.

Only the criteria in the above-mentioned rubrics are standard.

The points assigned to each criterion are left totally to the Course Developer to determine.

Choose the point structure that fits the nature of the learning activity you have designed.

C. Generic Structure of the standard Discussion Forum Rubric Notice how the "measurement criteria" are presented in distinct "categories”

Analysis Interpretation The Initial Post (length) Contribution to the Discussion Response Post Critical Analysis Ability to Advance Discussion Participation (Meets Required # of Posts) Clarity and Mechanics in Writing Use of Citations

Important Comments: These 9 measurement criteria are demanding and comprehensive:

The first two criteria, "Analysis and Interpretation" of the topic, require critical thinking (a highly developed ability as noted in Bloom's Taxonomy), and comprehension of the reading and resources assigned to define the context for discussion.

The "Length and Contribution of the post" criteria measure student motivation and thoughtful planning/preparation of the post.

The "Response and Advancing the Discussion" criteria measure evaluation and synthesis (also highly developed cognitive skills.) The "Thoughtful Question" may focus on creative skill development.

The remaining criteria are more mechanical in nature, but require ability to demonstrate instrumental skills that are basic to university-level learning.


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C. 4 Steps Every Course Developer Must Take in Preparing to Use the Standard Discussion

Forum, Applied Learning Activity and the Summative Project Rubrics:

1. Look critically at each Discussion Forum Topic and the instructions you gave to the student as guidelines for completing the assigned topic.

2. Compare the guidelines you have given the student with the criteria that will be used in the rubric to measure student performance.

3. If your topic is vague or guidelines too general, change them to correspond to the criteria in the Discussion Forum Rubric.

4. Include a clear statement of the "extent-of-effort” that you expect the student to make in order to fully meet the expectations of the Discussion Forum learning activity.

D. What the Discussion Forum Activity is NOT:

It is not a quick summary of thoughts jotted down on the Discussion Forum page and submitted without careful thought and planning.

It is not an exercise just to demonstrate ability to write a few coherent sentences.

It is not something that can be completed in 20 minutes.

E. What the Discussion Forum Activity IS:

It is a thoughtful, carefully planned piece of university writing--prepared in a rough draft

stage, revised, and then pasted into the Discussion Forum page.

It requires, first of all, comprehension of the assigned reading and other resources

provided as a context for the discussion.

Further, it requires abilities in critical thinking, analysis, and evaluating and synthesizing

ideas and concepts. It allows a student to demonstrate ability to locate and source scholarly insights that are

relevant to the learning activity.

It measures a student's ability to "connect" with others' viewpoints, take a position, and

"extend" discussion of a topic on a thoughtful level

It sets clear expectations for length, writing style and mechanical accuracy.

It is a major weekly assignment that should occupy several hours of a student's time.

An example of a Discussion Forum is located in each forum as a pdf so the

student has a better understanding of expectations.


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E. Avoiding Poor Performance in Online Learning Activities

Each learning activity must have clear instructions.

The instructions must explain that a rubric has been designed to "clarify" the learning

activity and to present the criteria that will be used to measure performance.

Care must be taken to closely tie the rubric that will be used for measurement.

F. What the Above Illustration Explains

These three pages outline steps that Course Developers must complete in attaching a

rubric to each learning activity.

The illustration has used the Discussion Forum Rubric as an example. You need to follow

the same steps in submitting a rubric for the Summative Project.


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Standard Rubrics for Online Courses

Rubric for "initial" and "Response" Posts in Discussion Forum

Undergraduate Courses


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Rubric for "initial" and "Response" Posts in Discussion Forum

Graduate Courses


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"Applied" Learning Activity


CRITERIA Excels in all criteria (95%)

Meets most criteria (85%)

Meets some criteria (75%)

Meets few criteria (65%)

Fails to meet criteria (55%)

Demonstrates Grasp of Assignment Topic (_______points)

Highly competent approach to the assignment topic

Competent approach to the assignment topic

Uneven or limited grasp of the assignment topic

Very little grasp of the assignment topic

No grasp of the assignment topic

Identifies Relevant Concepts or Theories (_______points)

Relevant theories or concepts articulated distinctively

Relevant theories or concepts articulated with some clarity

Relevance and clarity of concepts or theories is uneven

Little relevance of concepts or theories identified

No clear identification of concepts or theories

Uses Critical Thinking in Exploring the Topic (_______points)

Excellent use of critical thinking and deep exploration of topic

Good use of critical thinking and some depth of exploration

Superficial exploration of topic with limited critical thinking evident

Very little use of critical thinking; surface-level exploration of topic

No evidence of critical thinking in the work submitted

Makes Application of Central Ideas Developed (_______points)

Presents application of concepts /ideas comprehensively and integrates experiential perspective in an excellent manner

Application of concepts /ideas presented quite fully with fairly consistent experiential integration perspective

Application of concepts/ideas and experiential integration inconsistent in some respects

Application of concepts/ideas and experiential integration is often general or vague

No attempt to apply concepts/ideas in an organized or meaningful structure

Includes Reference Sources Central Ideas Developed (_______points)

Provides accurate, cited data in support of the position taken

Provides data in support of the position taken, some citation inaccuracy

Provides some data in support of the position taken, citation inaccuracies

Provides minimal data support, position is not clearly taken

No supporting data or accurate citations

Clarity and Mechanics (_______points)

Has no mechanical errors, has progression of thought making it easy to follow the presentation; uses proper grammar, spelling and formatting

Has a few mechanical errors, but these do not affect the understanding of the presentation, which is clear with few weaknesses

Has several mechanical errors, some of which affect the understanding of the presentation

Contains serious mechanical errors that strongly distract from understanding the presentation, has error in spelling grammar and

Unacceptable grasp of mechanics and clarity in developing content


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"Applied" Learning Activity

Graduate Courses

Criteria Excels in all criteria (95%)

Meets most criteria (85%)

Meets some criteria (75%)

Demonstrates Grasp of Assignment Topic (____points)

Highly competent approach to the assignment topic

Uneven or limited grasp of the assignment topic

Minimal grasp of the assignment topic

Identifies Relevant Concepts or Theories (____points)

Relevant theories or concepts articulated distinctively

Relevance and clarity of concepts or theories is uneven

Relevance and clarity of concepts or theories is weak

Uses Critical Thinking in Exploring the Topic (____points)

Excellent use of critical thinking and deep exploration of topic

Superficial exploration of topic with limited critical thinking evident

Limited exploration of topic with limited critical thinking evident

Makes Application of Central Ideas Developed (____points)

Presents application of concepts /ideas comprehensively and integrates experiential perspective in an excellent manner

Application of concepts/ideas and experiential integration inconsistent in some respects

Application of concepts/ideas and experiential integration is vague or weak

Includes Reference Sources Central Ideas Developed (____points)

Provides accurate, cited data in support of the position taken

Provides some data in support of the position taken, citation inaccuracies

Provides limited or marginal support of the position taken, citation inaccuracies

Clarity and Mechanics (____points)

Has no mechanical errors, (grammar, spelling and citation formatting ); has progression of thought making it easy to follow the presentation

Has several mechanical errors (grammar, spelling and citation formatting ), some of which affect the understanding of the presentation

Has numerous mechanical errors (grammar, spelling and citation formatting ); which affect understanding of the presentation


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Summative Project Rubric


Summative Project Rubric

Graduate Courses


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Create Your Own Rubric


Appendix A : Bloom’s Taxonomy

Revised Bloom’s Taxonomy Process Verbs, Assessments, and Questioning Strategies

Level of

Taxonomy

Definition Process Verbs Assessments Question Stems

Creating

(highest level)

Generating new ideas, products, or

ways of viewing

things

Designing,

constructing,

planning, producing,

inventing

adapt

arrange

collaborate

collect

compile

compose

construct

create

design

develop

devise

discuss

express

facilitate

formulate

generalize

hypothesize

integrate

invent

justify

manage

modify

negotiate

organize

plan

prepare

produce

propose

simulate

speculate

validate

Advertisement Blueprint Cartoon

Collage Film

Formula

Invention New game Newspaper

Painting

Plan

Play

Poem

Presentation

Song

Story

Video

-Can you design a…to…? -Can you see a possible

solution to…?

-How would you devise your own

way to…? -What would happen if…? -How many ways can you…?

-Can you create new and unusual

uses for…?


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Evaluating Justifying a decision or course of action

Checking,

hypothesizing,

critiquing,

experimenting,

judging

appraise

assess

conclude

consider

convince

criticize

critique

debate

defend

discriminate

editorialize

estimate

evaluate

judge

justify

order

persuade

predict

rank

rate

recommend

reframe

select

weigh

Conclusion

Debate Editorial

Investigation

Judgment Opinion

Personal Reflection

Recommendation Essay/Report

Survey

Verdict

-Is there a better solution to…? -What do you think about…?

-Do you think…is a good or bad

thing?

-How would you feel if…?

-How effective are…?

-What are the pros and cons of …?

Analyzing Breaking information into

parts to explore

understandings and

relationships

Comparing,

organizing,

deconstructing,

interrogating,

finding

advertise

analyze

appraise

calculate

categorize

classify

compare

connect

contrast

correlate

deduce

differentiate

discern

dissect

distinguish

estimate

experiment

explain

focus

illustrate

organize

outline

select

separate

survey

test

Case Study Chart

Checklist

Database Diagram Graph

Illustration Investigation

List Outline

Plan

Questionnaire

Essay/Report

Spreadsheet

Summary

-Which events could not have happened?

-How is …similar to …?

-What are some other

outcomes?

- Why did …occur?

-What was the problem

with…?


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Applying Using information in another familiar

situation

Implementing,

carrying out, using,

executing

apply articulate calculate

chart collect

compute construct

demonstrate determine

develop diagram examine

illustrate interpret interview

manipulate modify operate practice prepare produce simulate

solve teach

transfer write

Demonstration Diagram

Experiment

Illustration

Journal Lesson

Map

Model Performance

Poster

Prediction

Presentation

Essay/Report

Scrapbook

Simulation

-Do you know of another instance where…?

-Can you group…?

-Which factors would you

change…?

-What questions would you ask

of…?

-From the information given, can

you develop a set of instructions

about…?

Understanding Explaining ideas or concepts

Interpreting,

summarizing,

paraphrasing,

classifying,

explaining

classify compare contrast

demonstrate describe

distinguish estimate explain express

interpret report

research restate review select show

summarize translate visualize

Debate Definition

Dramatization

Example

Explanation

Label

List Outline

Quiz

Personal Reflection

Recitation

Reproduction

Story

Problems

Summary

Test

-Can you write in your own words? -How would you explain…?

-What could happen next?

-Who do you think…?

-What was the main idea…?


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Last Update: 1/27/2015

Site to learn more about Bloom’s Taxonomy: http://www.learningandteaching.info/learning/bloomtax.htm

Remembering

(lowest level)

Recalling information

Recognizing, listing,

describing,

retrieving, naming,

finding

define identify

list locate match name recall

reproduce state

Definition

Fact Label List

Quiz Reproduction

Test

Workbook

Worksheet

-What happened after…? -How many…?

-What is…?

-Who …?

-Can you name…?

-Which is true or false?

http://www.learningandteaching.info/learning/bloomtax.htm

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