LEARNING OUTCOMES LEARNING OUTCOMES

ANOTHER LOOK AT Bloom’s Cognitive Taxonomy Affective Taxonomy (Krathwohl, D.R., 1964)
Intended LOs align to learning and assessment tasks internalizing
description: action verbs:
create Complete integration of info/experience resulting in new act, advocate, exemplify, influence, propose, question, solve
attitudes, beliefs, values, and behaviour
action verbs: assessments:
organizing
combine, compose, create, design, improve, portfolio, new product, Capstone/research
formulate, hypothesize, invent, synthesize project, game development, reflection description: action verbs:
Incorporate new info/experience into existing value systems adapt, combine, compare, formulate, defend, order, relate,
synthesize
evaluate

Course Learning Outcomes

valuing
action verbs: assessments:
description: action verbs:

HIGHER ORDER
appraise, defend, dispute, critique, prioritize, critique, case studies, peer/self assessment, Attach value or worth to new info/experience adopt, explain, initiate, justify, propose, show concern for,
editorialize, justify, rate, select, verify recommendation, report, reflection share, respect

THINKING
responding
analyze
description: action verbs:
action verbs: assessments: Respond through active participation to new info/experience answer, assist, discuss, help, contribute, recite, tell, write
appraise, compare, contrast, differentiate, charts, plan, review, survey, observation,
distinguish, examine, infer, sequence, defend case studies, trouble-shooting receiving
description: action verbs:
apply Awareness of new info/experiences acknowledge, ask, follow, identify, listen, locate, reply
action verbs: assessments:
classify, demonstrate, calculate, illustrate, presentation, model-building, simulation,
solve, practice, modify, restructure demonstration, collection, interview Psychomotor Taxonomy (Simpson, E.J., 1972, Gronlund, N.E., 1985)

naturalization
examine

Elements of Performance
description: action verbs:
action verbs: assessments:

LOWER ORDER
Mastering and internalizing skills for automatic high-quality compose, construct, create, design, refine, orginate, invent
describe, discuss, expand, identify, locate, drawing, paraphrasing, peer teaching, performance

THINKING
outline, report, restate, represent, edit summary, infographs, Tagxedo articulation
description: action verbs:
recall Integrating well developed skills for adaptions adapt, alter, combine, modify, revise, transfer, troubleshoot
action verbs: assessments:
define, duplicate, reproduce, list, recall, definitions, fact charts, lists, worksheets, precision
tell, underline quizzes, digital story board description: action verbs:
Skills performed quickly, smoothly, accurately with full achieve, accomplish, calibrate, excel, master, refine
confidence and proficiency
Other taxonomies that may be useful in generating LOs and assessments:
manipulation
• Affective Taxonomy (Krathwohl D.R., 1964) refers to attitudes, motivations, values of the discipline
Evidenced in all courses where we set expectations for student engagement such as: displays of equity, effort, inquiry, participation, description: action verbs:
respect, reflection, valuing of educational context and life-long learning. Repeating an action following instruction with some assemble, build, complete, execute, operate, perform, use
confidence and proficiency
» Assessments include: checklist, rating scale, journal, essay, editorial, reflection, debate, case study, peer assessment, project
imitation
• Psychomotor Taxonomy (Simpson, E.J., 1972, Gronlund, N.E., 1985) refers to kinesthetic, manual, motor skills
description: action verbs:
Evidenced in lab, vocational, clinical, performing arts and specific-equipment training courses.
Observing, then repeating an action that has been copy, follow, mimic, replicated, reproduce, trace
» Assessments include: checklist, rating scale, demonstration, role play, simulation, troubleshooting, innovating, constructing demonstrated

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 LEARNING OUTCOMES LEARNING OUTCOMES
LOs in the Ontario College System A Learning Outcome (LO) is a
measurable, observable, and specific statement that clearly indicates what work-related knowledge,
Vocational Program Standards/Provincial Vocational Learning Outcomes skills and abilities a student should know and be able to demonstrate as a result of learning.
(Ministry Level)
Well-written LOs involve the following parts:
Program Vocational Learning Outcomes (College Level)
action subject level of condition of
Course Learning Outcomes (Department Level) verb content achievement performance
(if applicable)
Lesson Plan Outcomes (Class Level) For example
Upon successful completion of the course, the student will reliably demonstrate the ability to:
LO1. List areas of consensus and disagreement among publications on global warming.
LO2. Synthesize learning assignments with vocation-specific expectations using reflective enquiry.

Curriculum Alignment Cycle Generating LOs using Bloom’s Cognitive Taxonomy (adapted 2019)
Quality curriculum stems from a student-centred approach to learning, Lower Order Higher Order
and is based on aligning course LOs, course description and assessment tasks.

recall examine apply analyze evaluate create

Identify students’ academic & compare &

describe explain complete justify plan
vocational needs contrast

name compare use examine assess invent

Develop course description Develop course LOs with
using appropriately leveled appropriate action verbs and
action verbs elements of performance find discuss examine explain prioritize compose

Develop assessment tasks

list predict illustrate identify recommend design
that align to action verbs in
LOs and course description

relate outline classify categorize rate construct

Please contact a Centre for Teaching & Learning team member

write restate solve investigate inspect synthesize
for more information by visiting mohawkcollege.ca/CTL
Retrieved from http://maasd.edublogs.org/2012/26/linking-ipads-blooms-taxonomy/
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