Assessment taxonomy table template
Review the course objectives and
activities from the Casey course. Then decide which objectives and activities
belong in which ‘Bloom’ category. This type of analysis will help
you, not only develop your course assessment plans, but will also help you decide which assessment activities are most valuable.
This website provides a simple explanation
of Bloom’s categories:
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
Bloom categories |
Learning objective verbs |
Activity |
Knowledge
(recall, list, define, identify, collect, label) |
define
|
Define the Fairness Doctrine |
Comprehension
(summarize, describe interpret, predict, discuss) |
discuss |
After watching
Media Ethics, discuss ethical dilemmas faced by journalists. |
Application
(apply, demonstrate, illustrate, classify, experiment,
discover) |
explore |
Explore the ACLU view of the Patriot Act |
Analysis
(analyze, classify, connect, explain, infer) |
analyze |
View Spin:The
Media and the War in Iraq. Analyze the role of journalists during wartime. |
Synthesis
(combine, integrate, plan, create, design, formulate) |
create |
Create individual guidelines for questionable
materials, i.e. language, subject matter, or photographs. |
Evaluation
(assess, recommend, convince, compare, conclude,
summarize) |
assess, convince, summarize
(Casey didn’t use these verbs but I think
they all apply to the activity. |
Students will do research to explore how the standards of taste have changed with
time. They will also find examples of coverage in newspapers or the media
that redefine what is considered to be obscene, indecent or profane.
|
|