BLOOM'S TAXONOMY INDICATOR v3

DEVELOPED BY UHEK, HEA UiTM / MNMY @2013

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Word selection according to

Please TYPE your word explain taxonomy C2

Top 4 word match for your entry Account Alter Change Clarify

Explain Convert Defend Depict Describe

NO MATCH Defend Depict Describe Discover

NO MATCH Explain Express Extend Find

NO MATCH Illustrate Indicate Infer Interpret

Bloom's Taxonomy for

Explain C2 C5 C6 A3 A4 P2

C1 Knowledge A1 Receiving Phenomena P1

C2 X Comprehension A2 Responding to Phenomena P2
C3 Application A3 X Valuing P3
C4 Analysis A4 X Organising Values P4
C5 X Synthesis A5 Internalising Values P5
C6 X Evaluation P6
P7
 C1

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ssment for
ssment for action
action verb
verb entered
entered Bloom's
Bloom's Taxonomy
Taxonomy for
for action
action verb
verb entered
entered
C5
C6
C2
A1
A2
Classify Compare Comprehend Contrast A3
Discover Discuss Distinguish Estimate A4
Discuss Distinguish Estimate Exemplify A5
Formulate Generalise Give Give examples P1
Justify Locate Manage Match P2
P3

P4
P5
P6
Perception P7
X Set
Guided Response
Mechanism
Complex Overt Response
Adaption
Origination
 BLOOM'S TAXONOMY INDICATOR v3
DEVELOPED BY UHEK, HEA UiTM / MNMY @2013
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assessment for action verb e
Verb selected Explain

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Bloom's Taxonomy for verb selected : C2 C5 C6 A3 A4 P2 Taxonomy for action verb en

EXPLAINATION OF BLOOM'S TAXONOMY FOR VERB ENTERED

C2) Paraphrase information or construct meaning from content. E.G. Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own word

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. E.G. Builds a structure or pattern from diverse
together to form a whole, with emphasis on creating a new meaning or structure.

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. E.G. Make judg
value of ideas or materials.

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 internalis
specified values, while clues to these values are expressed in the learner's overt behaviour and are often identifiable. E.G.Demonstrates belief in the democratic process. Is sensitive towards individual and c
(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) Organises values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesising values.
need for balance between freedom and responsible behavior. Accepts responsibility for oneís behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. C
harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.

P2) Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). E.G. Know
sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the "
phenomena" subdivision of the Affective domain.
 BACK

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Taxonomy for action verb entered

State a problem in one's own words.

a structure or pattern from diverse elements. Put parts

epts and principles. E.G. Make judgments about the

t. Valuing is based on the internalisation of a set of

s sensitive towards individual and cultural differences
one feels strongly about.
g, relating, and synthesising values. E.G. Recognizes the
ts professional ethical standards. Creates a life plan in

metimes called mindsets). E.G. Knows and acts upon a

omotor is closely related with the "Responding to
 BLOOM'S TAXONOMY INDICATOR v3
DEVELOPED BY UHEK, HEA UiTM / MNMY @2013
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assessment for action verb e
Verb selected Explain

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Bloom's Taxonomy for verb selected : C2 C5 C6 A3 A4 P2 Taxonomy for action verb en

SUGGESTED METHOD OF ASSESSMENT FOR VERB ENTERED

C2) Essays, Report , Short answer questions, Reflective case summary, Videotaped consultation, Reflective journals/portfolios, Critical incident analysis, Concept mapping, Case based article, Critical apprais

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

A3) Reflective journals, Simulations, Case Study, PBL, Clinical tutor evaluation, Videotaped consultation, Case presentation, Portfolio, Critical incidents, Project, Log diary, Clinical experience record, Reflectiv
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, Reflectiv
Clinical tutor rating

P2) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises, Clinical tutor evaluation, O
Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam
 BACK

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assessment for action verb entered

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Taxonomy for action verb entered

, Case based article, Critical appraisal

tion

Clinical experience record, Reflective case summary,

Clinical experience record, Reflective case summary,

exercises, Clinical tutor evaluation, Observed long case,

 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
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 Re Mechanica
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 MechanicaComplex Response
Calculate C4 Analysis
Calibrate P3 P4 P5 Guided Response MechanicaComplex Response
Categorise C4 C5 Analysis
Change C2 C3 P6 Comprehension Applicatio Adaptation
Choose C3 C6 A1 P1 Application Evaluation Perception
Cite C1 Knowledge
Clarify C2 Comprehension
Classify C2 C3 C4 Comprehension Applicatio Analysis
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 Re Mechanica
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 ComprehenPerception
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 MechanicaComplex Response
Display P2 P3 P4 P5 A5 Set Guided Re Mechanica
Dissect C4 P3 P4 P5 Analysis Guided Re Mechanica
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
1 1 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 MechanicaComplex Response
Find C1 C2 C4 Comprehension Analysis
Fix P3 P4 P5 Guided Response MechanicaComplex 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 MechanicaComplex Response
Heat P3 P4 P5 Guided Response MechanicaComplex 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 Applicatio Characterization by a v
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 Applicatio Synthesis
Manifest C3 Application
Manipulate C3 P3 P4 P5 Application Guided Re Mechanica
Match C1 Knowledge
Match C2
Measure C1 C6 P3 P4 P5 Knowledge Evaluation Guided Re
Memorise C1
Mend P3 P4 P5 Guided Response MechanicaComplex Response
Mix P3 P4 P5 Guided Response MechanicaComplex 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 ComprehenApplicatio
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 ComprehenApplicatio
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 0
1 Explain C2 C5 C6 A3
2 NO MATCHNO MATCHNO MATCHNO MATCHNO MATCH
3 NO MATCHNO MATCHNO MATCHNO MATCHNO MATCH
4 NO MATCHNO MATCHNO MATCHNO MATCHNO MATCH

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
A4 P2 C2) Parap C5) Iden C6) Exam A3) The worth
A4) or
Organises
value
P2)a person
values
Readiness
into
attaches
priorities
to act.
toC2)
It
a particular
includes
byEssay
contrasting
C5)
mental,
object,
Essay
different
physical,
phenomenon,
C6) values,
Essay
and emotional
A3)
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or behavior.
Refleconflicts
sets.
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NO MATCHNO MATCHC6) ExamC6) ExamC6) ExamC6) ExamC6) ExamC6) Examine a produC6) Essay C6) Essay C6) Essay C6) Essay C6) Essay
NO MATCHNO MATCHC6) ExamC6) ExamC6) ExamC6) ExamC6) ExamC6) Examine a produC6) Essay C6) Essay C6) Essay C6) Essay C6) Essay
NO MATCHNO MATCHC6) ExamC6) ExamC6) ExamC6) ExamC6) ExamC6) Examine a produC6) Essay C6) Essay C6) Essay C6) Essay C6) Essay
P2) Mastery performance tests, Laboratory reports, Case presentation, Case assessment , Video skill assessment, Assessment of competence in simulation, Case History exercises
C6) Essay, Report, Critical incident analysis, Assessing Peer feedback, Critical evaluation of the literature, Critique on an issue, Reflective journal writing, Seminar presentation
C6) Essay, Report, Critical incident analysis, Assessing Peer feedback, Critical evaluation of the literature, Critique on an issue, Reflective journal writing, Seminar presentation
C6) Essay, Report, Critical incident analysis, Assessing Peer feedback, Critical evaluation of the literature, Critique on an issue, Reflective journal writing, Seminar presentation
n, Case History exercises, Clinical tutor evaluation, Observed long case, Clinical tutor assessment, OSCE, Web-based skills, Ward rating assessment, Special clinical skills exam
eminar presentation
eminar presentation
eminar presentation
nical skills exam
Learning Assessment criteria
Outcome
:
Fail Third Lower Upper First
2nd 2nd
By the
end of the
module,
students
will be
able to:

use Unsubsta Limited Evidence Good Analytical

evidence ntiated or evidence of developm and clear
appropri invalid of finding findings ent conclusio
ately in conclusio and and shown in ns well
support n, based conclusio conclusio argument grounded
of an on ns ns s based in theory
argumen anecdotes supported grounded on theory and
t. and by the in theory or literature,
generaliza literature or literature showing
tions only and literature and developm
theory beginning ent of
s of new
synthesis concepts
A1 Ask 1 Account
A1 Choose 2 Alter
A1 Describe 3 Change
A1 Erect 4 Clarify
A1 Follow 5 Classify
A1 Give 6 Compare
A1 Hold 7 Comprehend
A1 Identify 8 Contrast
A1 Locate 9 Convert
A1 Name 10 Defend
A1 Point to 11 Depict
A1 Reply 12 Describe
A1 Select 13 Discover
A1 Sit 14 Discuss
A1 Use 15 Distinguish
A2 Acclaim 16 Estimate
A2 Aid 17 Exemplify
A2 Answer 18 Explain
A2 Applaud 19 Express
A2 Approve 20 Extend
A2 Assist 21 Find
A2 Comply 22 Formulate
A2 Comply with 23 Generalise
A2 Conform 24 Give
A2 Discuss 25 Give examples
A2 Form 26 Illustrate
A2 Greet 27 Indicate
A2 Help 28 Infer
A2 Label 29 Interpret
A2 Perform 30 Justify
A2 Practice 31 Locate
A2 Present 32 Manage
A2 Read 33 Match
A2 Recite 34 Paraphrase
A2 Report
A2 Select
A2 Tell
A2 Volunteer
A2 Write
A3 Accept
A3 Assist
A3 Attend
A3 Complete
A3 Debate
A3 Demonstrate
A3 Deny
A3 Differentiate
A3 Explain
A3 Follow
A3 Form
A3 Increase
A3 Initiate
A3 Invite
A3 Join
A3 Justify
A3 Listen
A3 Propose
A3 Protest
A3 Read
A3 Relinquish
A3 Report
A3 Select
A3 Share
A3 Study
A3 Work
A4 Accommodate
A4 Adhere
A4 Alter
A4 Arrange
A4 Balance
A4 Combine
A4 Compare
A4 Complete
A4 Defend
A4 Explain
A4 Formulate
A4 Generalise
A4 Identify
A4 Integrate
A4 Modify
A4 Order
A4 Organise
A4 Prepare
A4 Relate
A4 Synthesise
A5 Act
A5 Discriminate
A5 Display
A5 Influence
A5 Interpret
A5 Listen
A5 Maintain objectivity
A5 Modify
A5 Perform
A5 Practice
A5 Propose
A5 Qualifies
A5 Question
A5 Respect
A5 Revise
A5 Serve
A5 Solve
A5 Use evidence
A5 Verify.
C1 Cite
C1 Define
C1 Describe
C1 Extract
C1 Find
C1 Identify
C1 Know
C1 Label
C1 List
C1 Locate
C1 Match
C1 Measure
C1 Memorise
C1 Name
C1 Organise
C1 Outline
C1 Present
C1 Pronounce
C1 Quote
C1 Recall
C1 Recite
C1 Recognise
C1 Record
C1 Recount
C1 Relate
C1 Reproduce
C1 Select
C1 State
C1 Tell
C1 Underline
 C1 Write
1 1 C2 Account
1 2 C2 Alter
1 3 C2 Change
1 4 C2 Clarify
1 5 C2 Classify
1 6 C2 Compare
1 7 C2 Comprehend
1 8 C2 Contrast
1 9 C2 Convert
1 10 C2 Defend
1 11 C2 Depict
1 12 C2 Describe
1 13 C2 Discover
1 14 C2 Discuss
1 15 C2 Distinguish
1 16 C2 Estimate
1 17 C2 Exemplify
1 18 C2 Explain
1 19 C2 Express
1 20 C2 Extend
1 21 C2 Find
1 22 C2 Formulate
1 23 C2 Generalise
1 24 C2 Give
1 25 C2 Give examples
1 26 C2 Illustrate
1 27 C2 Indicate
1 28 C2 Infer
1 29 C2 Interpret
1 30 C2 Justify
1 31 C2 Locate
1 32 C2 Manage
1 33 C2 Match
1 34 C2 Paraphrase
1 35 C2 Perform
1 36 C2 Predict
1 37 C2 Present
1 38 C2 Recognise
1 39 C2 Relate
1 40 C2 Rephrase
1 41 C2 Report
1 42 C2 Represent
1 43 C2 Restate
1 44 C2 Review
1 45 C2 Reword
1 46 C2 Rewrite
1 47 C2 Summarise
1 48 C2 Transform
1 49 C2 Translate
1 50 C2 Vary
C3 Apply
C3 Assess
C3 Build
C3 Change
C3 Choose
C3 Classify
C3 Compute
C3 Construct
C3 Demonstrate
C3 Direct
C3 Discover
C3 Dramatise
C3 Employ
C3 Evidence
C3 Illustrate
C3 Interpret
C3 Make
C3 Manage
C3 Manifest
C3 Manipulate
C3 Modify
C3 Operate
C3 Paint
C3 Practice
C3 Predict
C3 Prepare
C3 Present
C3 Produce
C3 Schedule
C3 Show
C3 Sketch
C3 Solve
C3 Use
C3 Utilise
C3 Verify.
C4 Analyse
C4 Appraise
C4 Ascertain
C4 Associate
C4 Attribute
C4 Break down
C4 Calculate
C4 Categorise
C4 Classify
C4 Compare
C4 Contrast
C4 Criticise
C4 Debate
C4 Designate
C4 Determine
C4 Diagnose
C4 Diagram
C4 Differentiate
C4 Discriminate
C4 Dissect
C4 Distinguish
C4 Distinguish between
C4 Divide
C4 Elucidate.
C4 Evaluate
C4 Examine
C4 Experiment
C4 Find
C4 Identify
C4 Illustrate
C4 Illustrate how
C4 Infer
C4 Inquire
C4 Inspect
C4 Investigate
C4 Justify
C4 List
C4 Outline
C4 Point out
C4 Probe
C4 Question
C4 Recognise
C4 Reduce
C4 Relate
C4 Resolve
C4 Select
C4 Separate
C4 Subdivide
C4 Survey
C5 Account
C5 Alter
C5 Argue
C5 Arrange
C5 Assemble
C5 Begin
C5 Categorise
C5 Collect
C5 Combine
C5 Compile
C5 Compose
C5 Conceive
C5 Construct
C5 Create
C5 Derive
C5 Design
C5 Develop
C5 Devise
C5 Elaborate
C5 Engender
C5 Enlarge
C5 Expand
C5 Explain
C5 Extend
C5 Formulate
C5 Generalise
C5 Generate
C5 Hypothesis
C5 Image
C5 Initiate
C5 Integrate
C5 Invent
C5 Invert
C5 Manage
C5 Modify
C5 Order
C5 Organise
C5 Originate
C5 Pattern
C5 Plan
C5 Pose
C5 Predict
C5 Prepare
C5 Present
C5 Produce
C5 Project
C5 Propose
C5 Rearrange
C5 Reconstruct
C5 Relate
C5 Reorganise
C5 Report
C5 Revise
C5 Rewrite
C5 Role-play
C5 Summarise
C5 Tell
C5 Theorise
C5 Write
C6 Appraise
C6 Assess
C6 Choose
C6 Compare
C6 Conceive
C6 Conclude
C6 Consider
C6 Contrast
C6 Criticise
C6 Critique
C6 Decide
C6 Deduce
C6 Defend
C6 Describe
C6 Determine
C6 Discriminate
C6 Estimate
C6 Evaluate
C6 Explain
C6 Interpret
C6 Judge
C6 Justify
C6 Measure
C6 Question
C6 Rate
C6 Recommend
C6 Revise
C6 Score
C6 Summarise
C6 Support
C6 Value
C6 Weigh
P1 Choose
P1 Describe
P1 Detect
P1 Differentiate
P1 Distinguish
P1 Identify
P1 Isolate
P1 Relate
P1 Select
P2 Begin
P2 Display
P2 Explain
P2 Move
P2 Proceed
P2 React
P2 Respond
P2 Show
P2 State
P2 Volunteer
P3 Assemble
P3 Build
P3 Calibrate
P3 Construct
P3 Copy
P3 Dismantle
P3 Display
P3 Dissect
P3 Fasten
P3 Fix
P3 Follow
P3 Grind
P3 Heat
P3 Manipulate
P3 Measure
P3 Mend
P3 Mix
P3 React
P3 Reproduce
P3 Respond
P3 Trace
P4 Assemble
P4 Build
P4 Calibrate
P4 Construct
P4 Dismantle
P4 Display
P4 Dissect
P4 Fasten
P4 Fix
P4 Grind
P4 Heat
P4 Manipulate
P4 Measure
P4 Mend
P4 Mix
P4 Organise
P4 Sketch
P5 Assemble
P5 Build
P5 Calibrate
P5 Construct
P5 Demonstrate
P5 Dismantle
P5 Display
P5 Dissect
P5 Fasten
P5 Fix
P5 Grind
P5 Heat
P5 Manipulate
P5 Measure
P5 Mend
P5 Mix
P5 Organise
P5 Sketch
P6 Adapt
P6 Alter
P6 Change
P6 Rearrange
P6 Reorganise
P6 Revise
P6 Vary
P7 Arrange
P7 Build
P7 Combine
P7 Compose
P7 Construct
P7 Create
P7 Design
P7 Initiate
P7 Make
P7 Originate
0 0 0
A1 A1) Awareness, willingness to hear, selected attention. E.G.Listen Listen to others with respect. Listen for and remember the name
to others with respect. Listen for and remember the name of of newly introduced people.
newly introduced people.

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
emphasise compliance in responding, willingness to respond, or them. Know the safety rules and practices them.
satisfaction in responding (motivation) E.G. 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, 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
internalisation of a set of specified values, while clues to these improvement and follows through with commitment. Informs
values are expressed in the learner's overt behaviour and are management on matters that one feels strongly about.
often identifiable. E.G.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) Organises values into priorities by contrasting different
values, resolving conflicts between them, and creating an unique
value system. The emphasis is on comparing, relating, and
synthesising values. E.G. Recognizes the need for balance between
freedom and responsible behavior. Accepts responsibility for oneís
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 the needs of the organization, family, and
self.
Recognizes the need for balance between freedom and
responsible behavior. Accepts responsibility for oneís 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 the needs of the organization, family, and
self.
A5 A5) Has a value system that controls their behaviour. The
behaviour 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). E.G. 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 they look.
C1 C1) Recall the information, testing factual information
C2 C2) Paraphrase information or construct meaning from content.
E.G. 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. E.G. 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.
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 they look.
Understand the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in
one's own words.
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 Separates material or concepts into component parts so that its
been shown specifically how to so). E.G. Separates material or organizational structure may be understood. Distinguishes
concepts into component parts so that its organizational structure between facts and inferences.
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. E.G. Builds a structure or
pattern from diverse elements. Put parts together to form a
whole, with emphasis on creating a new meaning or structure.
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 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. E.G.
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. E.G. 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.
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
person's response to different situations (sometimes called
mindsets). E.G. Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's 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.
Knows and acts upon a sequence of steps in a manufacturing
process. Recognize one's 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 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. E.G. Performs a mathematical equation as while learning to operate a forklift
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 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. E.G.Use a personal computer. Repair a leaking faucet.
Drive a car.

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 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. E.G.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. E.G. 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).
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 Constructs a new theory. Develops a new and comprehensive
or specific problem. Learning outcomes emphasise creativity training programming. Creates a new gymnastic routine.
based upon highly developed skills. E.G.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
summary, Clinical tutor rating

A2) 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

A3) 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
A5) 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

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
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

P3) 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

P4) 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

P5) 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
P6) 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

P7) 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