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Educ. Sci. 2016, 6(4), 37; doi:10.3390/educsci6040037

Reevaluating Bloom’s Taxonomy: What Measurable Verbs Can and Cannot Say about Student Learning

Center for University Teaching, Learning, and Assessment (CUTLA), University of West Florida, 11000 University Parkway, Pensacola, FL 32514, USA
Academic Editor: James Albright
Received: 4 October 2016 / Revised: 31 October 2016 / Accepted: 8 November 2016 / Published: 12 November 2016
(This article belongs to the Special Issue Consequential Assessment of Student Learning)
View Full-Text   |   Download PDF [204 KB, uploaded 12 November 2016]

Abstract

Faculty and assessment professionals rely on Bloom’s taxonomy to guide them when they write measurable student learning outcomes and describe their goals for developing students’ thinking skills. Over the past ten years, assessment offices and teaching and learning centers have compiled lists of measurable verbs aligned with the six categories that comprise Bloom’s taxonomy. The author analyzed 30 compilations posted on web sites and evaluated how well these verbs aligned with categories in Bloom’s taxonomy. The author discusses the value of Bloom’s taxonomy as a heuristic for writing student learning outcomes and other factors faculty should consider when they articulate learning outcomes to describe levels of expertise attained by students who complete an associate’s, bachelor’s, or graduate degree. View Full-Text
Keywords: Bloom’s taxonomy; student learning outcomes; assessment; curriculum; accreditation; graduate education Bloom’s taxonomy; student learning outcomes; assessment; curriculum; accreditation; graduate education
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Stanny, C.J. Reevaluating Bloom’s Taxonomy: What Measurable Verbs Can and Cannot Say about Student Learning. Educ. Sci. 2016, 6, 37.

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