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method of
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Bloom's Taxonomy
Taxonomy for
for action
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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
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. 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
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
tion
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
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values
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attaches
priorities
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a particular
includes
byEssay
contrasting
C5)
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object,
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different
physical,
phenomenon,
C6) values,
Essay
and emotional
A3)
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or behavior.
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sets.
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These
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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:
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 Recognizes the need for balance between freedom and
values, resolving conflicts between them, and creating an unique responsible behavior. Accepts responsibility for oneís behavior.
value system. The emphasis is on comparing, relating, and Explains the role of systematic planning in solving
synthesising values. E.G. Recognizes the need for balance between problems. Accepts professional ethical standards. Creates a life
freedom and responsible behavior. Accepts responsibility for oneís plan in harmony with abilities, interests, and beliefs. Prioritizes
behavior. Explains the role of systematic planning in solving time effectively to meet the needs of the organization, family, and
problems. Accepts professional ethical standards. Creates a life self.
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 Shows self-reliance when working independently. Cooperates in
behaviour is pervasive, consistent, predictable, and most group activities (displays teamwork). Uses an objective approach
importantly, characteristic of the learner. Instructional objectives in problem solving. Displays a professional commitment to
are concerned with the student's general patterns of adjustment ethical practice on a daily basis. Revises judgments and changes
(personal, social, emotional). E.G. Shows self-reliance when behavior in light of new evidence. Values people for what they
working independently. Cooperates in group activities (displays are, not how they look.
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.
C2 C2) Paraphrase information or construct meaning from content. Understand the meaning, translation, interpolation, and
E.G. Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in
interpretation of instructions and problems. State a problem in one's own words.
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. E.G. Use a concept in a new situation or abstraction. Applies what was learned in the classroom into novel
unprompted use of an abstraction. Applies what was learned in situations in the work place.
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 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. E.G. Builds a structure or meaning or structure.
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 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. E.G. Detects non-verbal communication cues. to catch the ball. Adjusts heat of stove to correct temperature by
Estimate where a ball will land after it is thrown and then moving smell and taste of food. Adjusts the height of the forks on a forklift
to the correct location to catch the ball. Adjusts heat of stove to by comparing where the forks are in relation to the pallet.
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 one's abilities and limitations. Shows desire to
person's response to different situations (sometimes called learn a new process (motivation). NOTE: This subdivision of
mindsets). E.G. Knows and acts upon a sequence of steps in a Psychomotor is closely related with the "Responding to
manufacturing process. Recognize one's abilities and limitations. phenomena" subdivision of the Affective domain.
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 Responds effectively to unexpected experiences. Modifies
movement patterns to fit special requirements. E.G. Responds instruction to meet the needs of the learners. Perform a task with
effectively to unexpected experiences. Modifies instruction to a machine that it was not originally intended to do (machine is not
meet the needs of the learners. Perform a task with a machine damaged and there is no danger in performing the new task).
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