2 - Bloom's Taxonomy Indicator

BLOOM'S TAXONOMY INDICATOR
DEVELOPED BY UHEK, HEA UiTM / MNMY @2012

Bloom's Taxonomy for verb entered : C1 C4 A1 A4 P1 0
C1 X A1 X P1 X
C2 A2 P2
C3 A3 P3
C4 X A4 X P4
C5 A5 P5
C6 P6
P7
Please enter verb Identify
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Receiving Phenomena
Responding to Phenomena
Valuing
Organising Values
Internalising Values
Origination
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaption
Click this button to see explaination of Bloom's
Taxonomy for action verb entered
Click this button to see suggested method of
assessment for action verb entered
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Origination
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaption
xplaination of Bloom's
uggested method of

EXPLAINATION OF BLOOM'S TAXONOMY FOR VERB ENTERED
0
C1) Recall the information, testing factual information
A4) Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and
synthesizing values.
P1) The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.
C4) Identify component concepts on his own (without having been shown specifically how to so)
A1) Awareness, willingness to hear, selected attention.
BACK
0
C1) Recall the information, testing factual information
A4) Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and
synthesizing values.
P1) The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.
C4) Identify component concepts on his own (without having been shown specifically how to so)
A1) Awareness, willingness to hear, selected attention.
uggested method of

SUGGESTED METHOD OF ASSESSMENT FOR VERB ENTERED
0
C1) Essays, Report , Short answer questions, Reflective case summary, Videotaped consultation, Reflective journals/portfolios, Critical incident analysis, Concept mapping, Case based article, Critical appraisal
C4) Essay, Report, Critical incident analysis, Assessing Peer feedback, Critical evaluation of the literature, Critique on an issue, Reflective journal writing, Seminar presentation
A1) Reflective journals, Simulations, Case Study, PBL, Clinical tutor evaluation, Videotaped consultation, Case presentation, Portfolio, Critical incidents, Project, Log diary, Clinical experience record, Reflective case
summary, Clinical tutor rating
P1) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation,
Observed long case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam
BACK
0
C1) Essays, Report , Short answer questions, Reflective case summary, Videotaped consultation, Reflective journals/portfolios, Critical incident analysis, Concept mapping, Case based article, Critical appraisal
C4) Essay, Report, Critical incident analysis, Assessing Peer feedback, Critical evaluation of the literature, Critique on an issue, Reflective journal writing, Seminar presentation
P1) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation,
Observed long case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam
uggested method of

0 0 0 0 0 0 0 0 0 0 0
Accept A3 Receiving
Acclaim A2 Responding
Accommodate A4 Organization
Account C2 C5 Comprehension Synthesis
Act A5
Adapt P6 Adaptation
Adhere A4
Aid A2
Alter C2 C5 A4 P6 Comprehension Synthesis Adaptation Origination
Analyse C4 Analysis
Answer A2
Applaud A2 Responding
Apply C3 Application
Appraise C4 C6 Analysis Evaluation
Approve A2 Responding
Argue C5 Synthesis
Arrange C5 A4 P7 Synthesis Origination
Ascertain C4 Analysis
Ask A1
Assemble C5 P3 P4 P5 Synthesis Guided Response Mechanical Response Complex Response
Assess C3 C6 Application Evaluation
Assist A2 A3 Valuing
Associate C4 Analysis
Attend A3 Receiving
Attribute C4
Balance A4 Organization
Begin C5 P2 Synthesis Set
Break down C4 Analysis
Build C3 P3 P4 P5 P7 Guided Response Mechanical Response Complex Response
Calculate C4 Analysis
Calibrate P3 P4 P5 Guided Response Mechanical Response Complex Response
Categorise C4 C5 Analysis
Change C2 C3 P6 Comprehension ApplicationAdaptation
Choose C3 C6 A1 P1 Application Evaluation Perception
Cite C1 Knowledge
Clarify C2 Comprehension
Classify C2 C3 C4 Comprehension ApplicationAnalysis
Collect C5 Synthesis
Combine C5 A4 P7 Synthesis Origination
Compare C2 C4 C6 A4 Comprehension Analysis Evaluation
Compile C5 Synthesis
Complete A3 A4
Comply A2
Comply with A2 Responding
Compose C5 P7 Synthesis Origination
Comprehend C2
Compute C3 Application
Conceive C5 C6 Synthesis Evaluation
Conclude C6
Conform A2
Consider C6
Construct C3 C5 P3 P4 P5 P7 Synthesis Guided Response Mechanical Response Complex Response
Contrast C2 C4 C6 Comprehension Analysis Evaluation
Convert C2
Copy P3
Create C5 P7 Synthesis Origination
Criticise C4 C6 Analysis Evaluation
Critique C6
Debate C4 A3 Analysis Valuing
Decide C6
Deduce C6 Evaluation
Defend C2 C6 A4 Comprehension Evaluation
Define C1 Knowledge
Demonstrate C3 A3 P5 Application Complex Response
Deny A3 Valuing
Depict C2 Comprehension
Derive C5 Synthesis
Describe C1 C2 C6 A1 P1 Knowledge Comprehension Perception
Design C5 P7 Synthesis Origination
Designate C4 Analysis
Detect P1 Perception
Determine C4 C6 Analysis Evaluation
Develop C5 Synthesis
Devise C5 Synthesis
Diagnose C4 Analysis
Diagram C4 Analysis
Differentiate C4 A3 P1 Analysis Perception
Direct C3 Application
Discover C2 C3 Comprehension Application
Discriminate C4 C6 A5 Analysis Evaluation
Discuss C2 A2 Comprehension
Dismantle P3 P4 P5 Guided Response Mechanical Response Complex Response
Display P2 P3 P4 P5 A5 Set Guided Response Mechanical Response Complex Response
Dissect C4 P3 P4 P5 Analysis Guided Response Mechanical Response Complex Response
Distinguish C2 C4 P1 Comprehension Analysis Perception
Distinguish between C4 Analysis
Divide C4 Analysis
Dramatise C3 Application
Elaborate C5 Synthesis
Elucidate. C4 Analysis
Employ C3 Application
Engender C5 Synthesis
Enlarge C5 Synthesis
Erect A1
Estimate C2 C6 Comprehension Evaluation
Evaluate C4 C6 Analysis Evaluation
Evidence C3 Application
Examine C4 Analysis
Exemplify C2 Comprehension
Expand C5 Synthesis
Experiment C4 Analysis
Explain C2 C5 C6 A3 A4 P2 Comprehension Synthesis Set
Express C2 Comprehension
Extend C2 C5 Synthesis
Extract C1 Knowledge
Fasten P3 P4 P5 Guided Response Mechanical Response Complex Response
Find C1 C2 C4 Comprehension Analysis
Fix P3 P4 P5 Guided Response Mechanical Response Complex Response
Follow A1 A3 P3
Form A2 A3
Formulate C2 C5 A4 Comprehension Synthesis Organization
Generalise C2 C5 A4 Comprehension Synthesis
Generate C5 Synthesis
Give C2 A1 Comprehension
Give examples C2 Comprehension
Greet A2
Grind P3 P4 P5 Guided Response Mechanical Response Complex Response
Heat P3 P4 P5 Guided Response Mechanical Response Complex Response
Help A2
Hold A1
Hypothesis C5
Identify C1 C4 A1 A4 P1 Knowledge Analysis
Illustrate C2 C3 C4 Comprehension Application
Illustrate how C4 Analysis
Image C5 Synthesis
Increase A3 Valuing
Indicate C2 Comprehension
Infer C2 C4 Comprehension Analysis
Influence A5
Initiate C5 A3 P7 Synthesis
Inquire C4
Inspect C4 Analysis
Integrate C5 A4 Synthesis
Interpret C2 C3 C6 A5 Comprehension ApplicationCharacterization by a value complex
Invent C5 Synthesis
Invert C5
Investigate C4
Invite A3
Isolate P1
Join A3
Judge C6 Evaluation
Justify C2 C4 C6 A3 Comprehension Analysis Evaluation
Know C1
Label C1 A2 Knowledge
List C1 C4 Knowledge
Listen A3 A5 Receiving
Locate C1 C2 A1 Knowledge Comprehension
Maintain objectivity A5 Characterization by a value complex
Make C3 P7
Manage C2 C3 C5 Comprehension ApplicationSynthesis
Manifest C3 Application
Manipulate C3 P3 P4 P5 Application Guided Response Mechanical Response Complex Response
Match C1 Knowledge
Match C2
Measure C1 C6 P3 P4 P5 Knowledge Evaluation Guided Response Mechanical Response
Memorise C1
Mend P3 P4 P5 Guided Response Mechanical Response Complex Response
Mix P3 P4 P5 Guided Response Mechanical Response Complex Response
Modify C3 C5 A4 A5 Application Synthesis
Move P2 Set
Name C1 A1 Knowledge
Operate C3 Application
Order C5 A4 Synthesis
Organise C1 C5 A4 P4 P5 Knowledge Synthesis Organization
Originate C5 P7 Synthesis Origination
Outline C1 C4 Knowledge Analysis
Paint C3
Paraphrase C2 Comprehension
Pattern C5 Synthesis
Perform C2 A2 A5 Comprehension
Plan C5 Synthesis
Point out C4
Point to A1
Pose C5 Synthesis
Practice C3 A2 A5 Application
Predict C2 C3 C5 Comprehension Application
Prepare C3 C5 A4 Application Synthesis
Present C1 C2 C3 C5 A2 Knowledge Comprehension ApplicationSynthesis
Probe C4
Proceed P2 Set
Produce C3 C5 Application
Project C5 Synthesis
Pronounce C1 Knowledge
Propose C5 A3 A5 Synthesis
Protest A3 Valuing
Qualifies A5
Question C4 C6 A5 Analysis Evaluation
Quote C1 Knowledge
Rate C6 Evaluation
React P2 P3 Set
Read A2 A3
Rearrange C5 P6 Synthesis Adaptation
Recall C1 Knowledge
Recite C1 A2 Knowledge
Recognise C1 C2 C4 Comprehension Analysis
Recommend C6
Reconstruct C5 Synthesis
Record C1 Knowledge
Recount C1 Knowledge
Reduce C4 Analysis
Relate C1 C2 C4 C5 A4 P1 Knowledge Comprehension ApplicationAnalysis
Relinquish A3 Valuing
Reorganise C5 P6 Synthesis Adaptation
Rephrase C2 Comprehension
Reply A1
Report C2 C5 A2 A3 Comprehension Synthesis
Represent C2 Comprehension
Reproduce C1 P3 Knowledge
Resolve C4 Analysis
Respect A5 Characterization by a value complex
Respond P2 P3 Set
Restate C2
Review C2 Comprehension
Revise C5 C6 A5 P6 Synthesis Evaluation Adaptation
Reword C2 Comprehension
Rewrite C2 C5 Comprehension Synthesis
Role-play C5
Schedule C3 Application
Score C6 Evaluation
Select C1 C4 A1 A2 A3 P1
Separate C4
Serve A5
Share A3
Show C3 P2
Sit A1
Sketch C3 P4 P5
Solve C3 A5
State C1 P2
Study A3
Subdivide C4
Summarise C2 C5 C6
Support C6
Survey C4
Synthesise A4
Tell C1 C5 A2
Theorise C5 Synthesis
Trace P3
Transform C2
Translate C2 Comprehension
Underline C1 Knowledge
Use C3 A1 Application
Use evidence A5 Characterization by a value complex
Utilise C3 Application
Value C6 Evaluation
Vary C2 P6 Comprehension Adaptation
Verify. C3 A5 Application
Volunteer A2 P2 Responding Set
Weigh C6 Evaluation
Work A3
Write C1 C5 A2 Knowledge Synthesis
0 0 0
C1 C4 A1 A4 P1
Origination
Complex Response
Origination
Complex Response
Complex Response
Characterization by a value complex
Complex Response
Complex Response
Synthesis Perception
0 C1) Recall the information, testing factual information C4) Identify component concepts on his own (without having been shown specifically how to so) A1) Awareness, willingness to hear, selected attention. A4) Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. P1) The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. 0 C1) Essays, Report , Short answer questions, Reflective case summary, Videotaped consultation, Reflective journals/portfolios, Critical incident analysis, Concept mapping, Case based article, Critical appraisal C4) Essay, Report, Critical incident analysis, Assessing Peer feedback, Critical evaluation of the literature, Critique on an issue, Reflective journal writing, Seminar presentation A1) Reflective journals, Simulations, Case Study, PBL, Clinical tutor evaluation, Videotaped consultation, Case presentation, Portfolio, Critical incidents, Project, Log diary, Clinical experience record, Reflective case summary, Clinical tutor rating A4) Reflective journals, Simulations, Case Study, PBL, Clinical tutor evaluation, Videotaped consultation, Case presentation, Portfolio, Critical incidents, Project, Log diary, Clinical experience record, Reflective case summary, Clinical tutor rating P1) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation, Observed long case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam
P1) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation, Observed long case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam
P1) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation, Observed long case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam
Learning
Outcome
:
Fail Third Lower
2nd
Upper
2nd
First
By the end
of the
module,
students
will be
able to:
use
evidence
appropri
ately in
support
of an
argumen
t.
Unsubstan
tiated or
invalid
conclusion
, based on
anecdotes
and
generaliza
tions only
Limited
evidence
of finding
and
conclusion
s
supported
by the
literature
and theory
Evidence
of findings
and
conclusion
s
grounded
in theory
or
literature
Good
developm
ent shown
in
arguments
based on
theory or
literature
and
beginning
s of
synthesis
Analytical
and clear
conclusion
s well
grounded
in theory
and
literature,
showing
developm
ent of new
concepts
Assessment criteria
Cite C1 Knowledge
Label C1 Knowledge
Name C1 Knowledge
Reproduce C1 Knowledge
Define C1 Knowledge
List C1 Knowledge
Quote C1 Knowledge
Pronounce C1 Knowledge
Identify C1 Knowledge
Match C1 Knowledge
Recite C1 Knowledge
State C1 Knowledge
Define C1 Knowledge
Describe C1 Knowledge
Label C1 Knowledge
List C1 Knowledge
Name C1 Knowledge
Outline C1 Knowledge
Recall C1 Knowledge
Select C1 Knowledge
State C1 Knowledge
Present C1 Knowledge
Extract C1 Knowledge
Organise C1 Knowledge
Recount C1 Knowledge
Write C1 Knowledge
Measure C1 Knowledge
Relate C1 Knowledge
Match C1 Knowledge
Record. C1 Knowledge
Define C1 Knowledge
List C1 Knowledge
Name C1 Knowledge
Recall C1 Knowledge
Record C1 Knowledge
Relate C1 Knowledge
Underline C1 Knowledge
Label C1 Knowledge
Quote C1 Knowledge
Locate C1 Knowledge
Match C1 Knowledge
Cite C1 Knowledge
State C1 Knowledge
Alter C2 Comprehension
Discover C2 Comprehension
Manage C2 Comprehension
Relate C2 Comprehension
Change C2 Comprehension
Explain C2 Comprehension
Rephrase C2 Comprehension
Substitute C2 Comprehension
Convert C2 Comprehension
Give Examples C2 Comprehension
SummarizeC2 Comprehension
Give Main Idea C2 Comprehension
Restate C2 Comprehension
Describe C2 Comprehension
Illustrate C2 Comprehension
Reword C2 Comprehension
Vary C2 Comprehension
Interpret C2 Comprehension
ParaphraseC2 Comprehension
Interpret C2 Comprehension
Estimate C2 Comprehension
Justify C2 Comprehension
Clarify C2 Comprehension
Defend C2 Comprehension
Distinguish C2 Comprehension
Generalise C2 Comprehension
Exemplify C2 Comprehension
Infer C2 Comprehension
Predict C2 Comprehension
Rewrite C2 Comprehension
SummariseC2 Comprehension
Discuss C2 Comprehension
Perform C2 Comprehension
Report C2 Comprehension
Present C2 Comprehension
Indicate C2 Comprehension
Find C2 Comprehension
Formulate C2 Comprehension
Contrast C2 Comprehension
Classify C2 Comprehension
Compare C2 Comprehension
Recognise C2 Comprehension
Account. C2 Comprehension
Describe C2 Comprehension
Discuss C2 Comprehension
Locate C2 Comprehension
Recognise C2 Comprehension
Report C2 Comprehension
Restate C2 Comprehension
Review C2 Comprehension
Discover C3 Application
Manage C3 Application
Relate C3 Application
Classify C3 Application
Predict C3 Application
Show C3 Application
Evidence C3 Application
Prepare C3 Application
Solve C3 Application
Demonstrate C3 Application
Manifest C3 Application
Present C3 Application
Utilize C3 Application
Direct C3 Application
Solve C3 Application
Change C3 Application
ManipulateC3 Application
Use C3 Application
Modify C3 Application
Predict C3 Application
Produce C3 Application
Relate C3 Application
Show C3 Application
Select C3 Application
Choose C3 Application
Assess C3 Application
Illustrate C3 Application
Verify. C3 Application
Dramatise C3 Application
Illustrate C3 Application
Interpret C3 Application
Practice C3 Application
Schedule C3 Application
Sketch C3 Application
Use C3 Application
Ascertain C4 Analysis
Distinguish C4 Analysis
Outline C4 Analysis
Analyze C4 Analysis
Diagram C4 Analysis
Divide C4 Analysis
Point Out C4 Analysis
Associate C4 Analysis
Differentiate C4 Analysis
Examine C4 Analysis
Reduce C4 Analysis
Conclude C4 Analysis
DiscriminateC4 Analysis
Find C4 Analysis
Separate C4 Analysis
Designate C4 Analysis
Dissect C4 Analysis
Infer C4 Analysis
Determine C4 Analysis
Recognise C4 Analysis
Distinguish between C4 Analysis
Evaluate C4 Analysis
Analyse C4 Analysis
Break DownC4 Analysis
Identify C4 Analysis
Illustrate How C4 Analysis
Infer C4 Analysis
Outline C4 Analysis
Point Out C4 Analysis
Relate C4 Analysis
Select C4 Analysis
Separate C4 Analysis
Divide C4 Analysis
Compare C4 Analysis
Contrast C4 Analysis
Justify C4 Analysis
Resolve C4 Analysis
Examine C4 Analysis
Conclude C4 Analysis
Criticise C4 Analysis
Question C4 Analysis
Categorise C4 Analysis
Elucidate. C4 Analysis
Analyse C4 Analysis
Appraise C4 Analysis
Calculate C4 Analysis
Categorise C4 Analysis
Criticise C4 Analysis
Debate C4 Analysis
Diagram C4 Analysis
Distinguish C4 Analysis
Examine C4 Analysis
ExperimentC4 Analysis
Inspect C4 Analysis
Question C4 Analysis
Relate C4 Analysis
Solve C4 Analysis
Test C4 Analysis
Classify C4 Analysis
Combine C5 Synthesis
Devise C5 Synthesis
Originate C5 Synthesis
Revise C5 Synthesis
Compile C5 Synthesis
Expand C5 Synthesis
Plan C5 Synthesis
Rewrite C5 Synthesis
Compose C5 Synthesis
Extend C5 Synthesis
Pose C5 Synthesis
Synthesize C5 Synthesis
Conceive C5 Synthesis
Generalize C5 Synthesis
Propose C5 Synthesis
Theorize C5 Synthesis
Create C5 Synthesis
Integrate C5 Synthesis
Project C5 Synthesis
Write C5 Synthesis
Design C5 Synthesis
Invent C5 Synthesis
Rearrange C5 Synthesis
Modify C5 Synthesis
Arrange C5 Synthesis
Assemble C5 Synthesis
Organise C5 Synthesis
Plan C5 Synthesis
Prepare C5 Synthesis
Design C5 Synthesis
Formulate C5 Synthesis
Construct C5 Synthesis
Present C5 Synthesis
Explain C5 Synthesis
Modify C5 Synthesis
ReconstructC5 Synthesis
Relate C5 Synthesis
Re-OrganiseC5 Synthesis
Revise C5 Synthesis
Write C5 Synthesis
SummariseC5 Synthesis
Account ForC5 Synthesis
Report C5 Synthesis
Alter C5 Synthesis
Argue C5 Synthesis
Order C5 Synthesis
Select C5 Synthesis
Manage C5 Synthesis
Generalise C5 Synthesis
Derive C5 Synthesis
Synthesise C5 Synthesis
Enlarge C5 Synthesis
Suggest. C5 Synthesis
Originate C5 Synthesis
Image C5 Synthesis
Begin C5 Synthesis
Design C5 Synthesis
Invent C5 Synthesis
Initiate C5 Synthesis
State C5 Synthesis
Create C5 Synthesis
Pattern C5 Synthesis
Elaborate C5 Synthesis
Devise C5 Synthesis
Generate C5 Synthesis
Engender C5 Synthesis
Arrange C5 Synthesis
Assemble C5 Synthesis
Collect C5 Synthesis
Compose C5 Synthesis
Construct C5 Synthesis
Create C5 Synthesis
Design C5 Synthesis
Formulate C5 Synthesis
Manage C5 Synthesis
Organise C5 Synthesis
Plan C5 Synthesis
Prepare C5 Synthesis
Combine C5 Synthesis
Integrate C5 Synthesis
Appraise C6 Evaluation
Conclude C6 Evaluation
Critique C6 Evaluation
Judge C6 Evaluation
Assess C6 Evaluation
Contrast C6 Evaluation
Deduce C6 Evaluation
Weigh C6 Evaluation
Compare C6 Evaluation
Criticize C6 Evaluation
Evaluate C6 Evaluation
Judge C6 Evaluation
DiscriminateC6 Evaluation
Conclude C6 Evaluation
Contrast C6 Evaluation
Criticise C6 Evaluation
Justify C6 Evaluation
Defend C6 Evaluation
Rate C6 Evaluation
Determine C6 Evaluation
Choose C6 Evaluation
Value C6 Evaluation
Question C6 Evaluation
Measure C6 Evaluation
Choose C6 Evaluation
Estimate C6 Evaluation
Judge C6 Evaluation
Measure C6 Evaluation
Rate C6 Evaluation
Revise C6 Evaluation
Score C6 Evaluation
Select C6 Evaluation
Value C6 Evaluation
Defend C6 Evaluation
Justify C6 Evaluation
Attend A3 Receiving
Accept A3 Receiving
Listen A3 Receiving
Selectively Attend To A3 Receiving
Comply With A2 Responding
Approve A2 Responding
Volunteer A2 Responding
Applaud A2 Responding
Acclaim A2 Responding
Increase Proficiency In A3 Valuing
Relinquish A3 Valuing
Assist A3 Valuing
Support A3 Valuing
Deny A3 Valuing
Protest A3 Valuing
Debate A3 Valuing
Balance A4 Organization
Organize A4 Organization
Formulate A4 Organization
Accommodate A4 Organization
Respect A5 Characterization by a value complex
Interpret A5 Characterization by a value complex
Use Evidence A5 Characterization by a value complex
Maintain Objectivity A5 Characterization by a value complex
Chooses P1 Perception
Describes P1 Perception
Detects P1 Perception
Differentiates P1 Perception
Distinguishes P1 Perception
Isolates P1 Perception
Relates P1 Perception
Selects P1 Perception
Separates P1 Perception
Begins P2 Set
Displays P2 Set
Explains P2 Set
Moves P2 Set
Proceeds P2 Set
Reacts P2 Set
Responds P2 Set
Shows P2 Set
Starts P2 Set
Volunteers P2 Set
Assembles P3 Guided Response
Builds P3 Guided Response
Calibrates P3 Guided Response
Constructs P3 Guided Response
Dismantles P3 Guided Response
Displays P3 Guided Response
Dissects P3 Guided Response
Fastens P3 Guided Response
Fixes P3 Guided Response
Grinds P3 Guided Response
Heats P3 Guided Response
ManipulatesP3 Guided Response
Measures P3 Guided Response
Mends P3 Guided Response
Mixes P3 Guided Response
Sketches P3 Guided Response
Assembles P4 Mechanical Response
Builds P4 Mechanical Response
Calibrates P4 Mechanical Response
Constructs P4 Mechanical Response
Dismantles P4 Mechanical Response
Displays P4 Mechanical Response
Dissects P4 Mechanical Response
Fastens P4 Mechanical Response
Fixes P4 Mechanical Response
Grinds P4 Mechanical Response
Heats P4 Mechanical Response
ManipulatesP4 Mechanical Response
Measures P4 Mechanical Response
Mends P4 Mechanical Response
Mixes P4 Mechanical Response
Sketches P4 Mechanical Response
Assembles P5 Complex Response
Builds P5 Complex Response
Calibrates P5 Complex Response
Constructs P5 Complex Response
Dismantles P5 Complex Response
Displays P5 Complex Response
Dissects P5 Complex Response
Fastens P5 Complex Response
Fixes P5 Complex Response
Grinds P5 Complex Response
Heats P5 Complex Response
ManipulatesP5 Complex Response
Measures P5 Complex Response
Mends P5 Complex Response
Mixes P5 Complex Response
Sketches P5 Complex Response
Demonstrate P5 Complex Response
Adapts P6 Adaptation
Alters P6 Adaptation
Changes P6 Adaptation
RearrangesP6 Adaptation
ReorganizesP6 Adaptation
Revises P6 Adaptation
Varies P6 Adaptation
Arranges P7 Origination
Combines P7 Origination
Composes P7 Origination
Constructs P7 Origination
Creates P7 Origination
Designs P7 Origination
Originates P7 Origination
0 0 0
A1
A1) Awareness, willingness to hear, selected attention. Listen to others with respect. Listen for and remember the name of
newly introduced people.
A2
A2) Active participation on the part of the learners.Attends and
reacts to a particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness to respond, or
satisfaction in responding (motivation)
Participates in class discussions. Gives a presentation. Questions
new ideals, concepts, models, etc. in order to fully understand
them. Know the safety rules and practices them.
A3
A3) The worth or value a person attaches to a particular object,
phenomenon, or behavior.This ranges from simple acceptance to
the more complex state of commitment.Valuing is based on the
internalization of a set of specified values, while clues to these
values are expressed in the learners overt behavior and are often
Demonstrates belief in the democratic process.Is sensitive towards
individual and cultural differences (value diversity). Shows the
ability to solve problems.Proposes a plan to social improvement
and follows through with commitment. Informs management on
matters that one feels strongly about.
A4
A4) Organizes values into priorities by contrasting different values,
resolving conflicts between them, and creating an unique value
system. The emphasis is on comparing, relating, and synthesizing
values.
Recognizes the need for balance between freedom and responsible
behavior.Accepts responsibility for ones behavior. Explains the
role of systematic planning in solving problems.Accepts
professional ethical standards.Creates a life plan in harmony with
abilities, interests, and beliefs. Prioritizes time effectively to meet
A5
A5) Has a value system that controls their behavior.The behavior
is pervasive, consistent, predictable, and most importantly,
characteristic of the learner.Instructional objectives are concerned
with the student's general patterns of adjustment (personal, social,
emotional).
Shows self-reliance when working independently.Cooperates in
group activities(displays teamwork). Uses an objective approach in
problem solving. Displays a professional commitment to ethical
practice on a daily basis. Revises judgments and changes behavior
in light of new evidence. Values people for what they are, not how
C1 C1) Recall the information, testing factual information
C2 C2) Paraphrase information or construct meaning from content Understand the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in
one's own words.
C3 C3) Solve a problem by directly applying something he has
previously learned
Use a concept in a new situation or unprompted use of an
abstraction. Applies what was learned in the classroom into novel
situations in the work place.
C4 C4) Identify component concepts on his own (without having been
shown specifically how to so)
Separates material or concepts into component parts so that its
organizational structure may be understood. Distinguishes between
facts and inferences.
C5 C5) Identify component concepts on his own (without having
been shown specifically how to so) and actually uses the
component skills to solve the problem
Builds a structure or pattern from diverse elements. Put parts
together to form a whole, with emphasis on creating a new
meaning or structure.
C6 C6) Examine a product that he or someone else has created and
evaluate that product by comparing it to specific standards that
require the application of cognitive concepts and principles
Make judgments about the value of ideas or materials.
P1
P1) The ability to use sensory cues to guide motor activity. This
ranges from sensory stimulation, through cue selection, to
translation.
Detects non-verbal communication cues. Estimate where a ball will
land after it is thrown and then moving to the correct location to
catch the ball. Adjusts heat of stove to correct temperature by
smell and taste of food. Adjusts the height of the forks on a forklift
by comparing where the forks are in relation to the pallet.
P2
P2) Readiness to act.It includes mental, physical, and emotional
sets. These three sets are dispositions that predetermine a persons
response to different situations (sometimes called mindsets).
Knows and acts upon a sequence of steps in a manufacturing
process. Recognize ones abilities and limitations. Shows desire to
learn a new process (motivation). NOTE: This subdivision of
Psychomotor is closely related with the "Responding to
phenomena" subdivision of the Affective domain.
P3
P3) The early stages in learning a complex skill that includes
imitation and trial and error. Adequacy of performance is achieved
by practicing.
Performs a mathematical equation as demonstrated. Follows
instructions to build a model. Responds hand-signals of instructor
while learning to operate a forklift
P4
P4) This is the intermediate stage in learning a complex
skill.Learned responses have become habitual and the movements
can be performed with some confidence and proficiency.
Use a personal computer.Repair a leaking faucet. Drive a car.
P5
P5) The skillful performance of motor acts that involve complex
movement patterns.Proficiency is indicated by a quick, accurate,
and highly coordinated performance, requiring a minimum of
energy.This category includes performing without hesitation, and
automatic performance.For example, players are often utter
sounds of satisfaction or expletives as soon as they hit a tennis ball
Maneuvers a car into a tight parallel parking spot. Operates a
computer quickly and accurately. Displays competence while
playing the piano.
P6
P6) Skills are well developed and the individual can modify
movement patterns to fit special requirements.
Responds effectively to unexpected experiences. Modifies
instruction to meet the needs of the learners. Perform a task with a
machine that it was not originally intended to do (machine is not
damaged and there is no danger in performing the new task).
P7
P7) Creating new movement patterns to fit a particular situation
or specific problem. Learning outcomes emphasize creativity based
upon highly developed skills.
Constructs a new theory. Develops a new and comprehensive
training programming. Creates a new gymnastic routine.
0
A1) Reflective journals, Simulations, Case Study, PBL, Clinical tutor
evaluation, Videotaped consultation, Case presentation, Portfolio, Critical
incidents, Project, Log diary, Clinical experience record, Reflective case
C1) Essays, Report , Short answer questions, Reflective case summary,
Videotaped consultation, Reflective journals/portfolios, Critical incident
analysis, Concept mapping, Case based article, Critical appraisal
C2) Essays, Report , Short answer questions, Reflective case summary,
Videotaped consultation, Reflective journals/portfolios, Critical incident
analysis, Concept mapping, Case based article, Critical appraisal
C3) Essay Question, Report, Simulation, Clinical assessment, Observed long
case, Problem Based Learning (PBL), Poster, Simulated patient interviews,
Viva voce
C4) Essay, Report, Critical incident analysis, Assessing Peer feedback, Critical
evaluation of the literature, Critique on an issue, Reflective journal writing,
Seminar presentation
C5) Essay Question, Report, Simulation, Clinical assessment, Observed long
case, Problem Based Learning (PBL), Poster, Simulated patient interviews,
Viva voce
C6) Essay, Report, Critical incident analysis, Assessing Peer feedback, Critical
evaluation of the literature, Critique on an issue, Reflective journal writing,
Seminar presentation
P1) Mastery performance tests, Laboratory reports, Case presentation, Case
assessment , Video skill assessment, Assessment of competence in
simulation, Case History exercises, Clinical tutor evaluation, Observed long
case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating
assessment, Special clinical skills exam

2 - Bloom's Taxonomy Indicator

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BLOOM'S TAXONOMY INDICATOR

DEVELOPED BY UHEK, HEA UiTM / MNMY @2012

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