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Top 4 word match for your entry Appraise Assess Choose Compare Conceive Conclude
C6 Evaluation P6 Adaption
P7 Origination
C1
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C3
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Bloom's Taxonomy
Taxonomy for
for action
action verb
verb
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entered C5
C6
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A2
Consider Contrast A3
Determine Discriminate A4
Discriminate Estimate A5
Question Rate P1
Weigh P2
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Perception P7
Set
Guided Response
Mechanism
Complex Overt Response
Adaption
Origination
BLOOM'S TAXONOMY INDICATOR v3
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BACK
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
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 calle
mindsets).
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problem
C5) Essay Question, Report, Simulation, Clinical assessment, Observed long case, Problem Based Learning (PBL), Poster, Simulated patient interviews, Viva voce
P2) 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
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Origination
Complex Response
Complex Response
Complex Response
Adaptation
Perception
Evaluation
Complex R Origination
Evaluation
Perception
Complex Response
Complex Response
Complex Response
Perception
Complex Response
Complex Response
Organization
Complex Response
Complex Response
Characterization by a value complex
Evaluation
Complex Response
MechanicaComplex Response
Complex Response
Complex Response
Organization
Synthesis
Analysis Synthesis Perception
Adaptation
C5) Iden P2) Readiness to act.
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0 mental, physical,
0 and0 emotional sets.
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0 0 a persons response
C1) Recal A2) Active participation
0 on the0part of the0learners. Attends
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A2) Reflephenomenon. 0 Learning0 outcomes0may emphasize compli
C4) Ident 0 0 0 0 0 C4) Essay 0 0 0 0
P1 C1) Recal C2) Para C6) ExamA1) AwareP1) The ability to use 0 sensory cues
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motor
Essay
activity.
C6) This
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A1) from
Refle sensory
P1) Maste
stimulation, through cue
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Learning Assessment criteria
Outcome
:
Fail Third Lower Upper First
2nd 2nd
By the
end of the
module,
students
will be
able to:
A2 A2) Active participation on the part of the learners. Attends and Participates in class discussions. Gives a presentation. Questions
reacts to a particular phenomenon. Learning outcomes may new ideals, concepts, models, etc. in order to fully understand
emphasize compliance in responding, willingness to respond, or them. Know the safety rules and practices them.
satisfaction in responding (motivation)
A3 A3) The worth or value a person attaches to a particular object, Demonstrates belief in the democratic process. Is sensitive
phenomenon, or behavior. This ranges from simple acceptance to towards individual and cultural differences (value diversity). Shows
the more complex state of commitment. Valuing is based on the the ability to solve problems. Proposes a plan to social
internalization of a set of specified values, while clues to these improvement and follows through with commitment. Informs
values are expressed in the learners overt behavior and are often management on matters that one feels strongly about.
identifiable.
A4 A4) Organizes values into priorities by contrasting different Recognizes the need for balance between freedom and
values, resolving conflicts between them, and creating an unique responsible behavior. Accepts responsibility for ones behavior.
value system. The emphasis is on comparing, relating, and Explains the role of systematic planning in solving
synthesizing values. problems. Accepts professional ethical standards. Creates a life
plan in harmony with abilities, interests, and beliefs. Prioritizes
time effectively to meet the needs of the organization, family, and
self.
A5 A5) Has a value system that controls their behavior. The behavior Shows self-reliance when working independently. Cooperates in
is pervasive, consistent, predictable, and most importantly, group activities (displays teamwork). Uses an objective approach
characteristic of the learner. Instructional objectives are in problem solving. Displays a professional commitment to
concerned with the student's general patterns of adjustment ethical practice on a daily basis. Revises judgments and changes
(personal, social, emotional). behavior in light of new evidence. Values people for what they
are, not how they look.
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 Use a concept in a new situation or unprompted use of an
previously learned 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 Separates material or concepts into component parts so that its
been shown specifically how to so) organizational structure may be understood. Distinguishes
between facts and inferences.
C5 C5) Identify component concepts on his own (without having Builds a structure or pattern from diverse elements. Put parts
been shown specifically how to so) and actually uses the together to form a whole, with emphasis on creating a new
component skills to solve the problem meaning or structure.
C6 C6) Examine a product that he or someone else has created and Make judgments about the value of ideas or materials.
evaluate that product by comparing it to specific standards that
require the application of cognitive concepts and principles
P1 P1) The ability to use sensory cues to guide motor activity. This Detects non-verbal communication cues. Estimate where a ball
ranges from sensory stimulation, through cue selection, to will land after it is thrown and then moving to the correct location
translation. 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 Knows and acts upon a sequence of steps in a manufacturing
sets. These three sets are dispositions that predetermine a process. Recognize ones abilities and limitations. Shows desire to
persons response to different situations (sometimes called learn a new process (motivation). NOTE: This subdivision of
mindsets). 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 Performs a mathematical equation as demonstrated. Follows
imitation and trial and error. Adequacy of performance is achieved instructions to build a model. Responds hand-signals of instructor
by practicing. while learning to operate a forklift
P4 P4) This is the intermediate stage in learning a complex Use a personal computer. Repair a leaking faucet. Drive a car.
skill. Learned responses have become habitual and the
movements can be performed with some confidence and
proficiency.
P5 P5) The skillful performance of motor acts that involve complex Maneuvers a car into a tight parallel parking spot. Operates a
movement patterns. Proficiency is indicated by a quick, accurate, computer quickly and accurately. Displays competence while
and highly coordinated performance, requiring a minimum of playing the piano.
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 or throw a football, because they can tell by the feel of the act
what the result will produce.
P6 P6) Skills are well developed and the individual can modify Responds effectively to unexpected experiences. Modifies
movement patterns to fit special requirements. 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 Constructs a new theory. Develops a new and comprehensive
or specific problem. Learning outcomes emphasize creativity training programming. Creates a new gymnastic routine.
based upon highly developed skills.
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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