Lynn Mann

Annotated Bibliography
IST 511 Writing Workshop
Due: 07-November-2017
Prof: Dr. Tourtellotte

Annotated Bibliography
Jensen, J., McDaniel, M., Woodard, S., & Kummer, T. (2014, January 16). Teaching to the Test…or Testing
to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual
Understanding. Educational Psychology Reiew, 26(2), 307-329. Retrieved from https://link-
springer-com.library2.csumb.edu:2248/article/10.1007/s10648-013-9248-9

Jamie L. Jensen, Ph. D., Steven M. Woodard, Ph. D., and Tyler A. Kummer are affiliated with the
Department of Biology, Brigham Young University. Mark A. McDaniel, Ph. D., is affiliated with
the Department of Psychology, Washington University.

In this article, the authors researched low- and high-level quizzes and exams and the effects of
cognitive processing by students. Low-level focusing on memory oriented and high-level
focusing on application, evaluation, and analysis type questions. The results of the study aligned
with the authors' prediction that student who are given high-level quizzes and exams acquire a
deep conceptual understanding of the materials and will retain the information longer. The
authors present several samples of test questions labeling low-level and high-level. The study
does not discount the value of low-level testing but stresses the importance of high-level to
nurture the higher cognitive processes.

In the capstone project, "Measurable Student Learning Outcomes", is planned a lesson on

outcome and assessment alignment. The examples in this article will lend themselves to similar
way of presenting the material. Examples of test questions and student learning outcomes will
provide the learner the opportunity to see the connection between the type of question posed
on the test/exam/quiz and the low- or high-level of verb used in the outcome.

Kidwell, L., Fisher, D., Braun, R., & Swanson, D. (2012, July 17). Developing Learning Objectives for
Accounting Ethics Using Bloom's Taxonomy. Accounting Education, 22(1), 44-65. Retrieved from
http://eds.b.ebscohost.com.library2.csumb.edu:2048/ehost/detail/detail?vid=0&sid=11931860-
591e-416c-9b7c-
3c50272fabc9%40sessionmgr120&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=85750241&
db=buh

Linda A. Kidwell, Ph. D., is currently an Associate Professor at Nova Southeastern University and
previous position as an Associate Professor of Accounting at University of Wyoming for over ten
years. Dann G. Fisher, Ph. D., is currently a Professor of Accounting at Kansas State University
and Deloitte Faculty Fellow recipient. Dr. Fisher has taught for KSU for over twenty years. Robert
L. Braun, Ph. D., is the head of the Department of Accounting and Finance and a Professor of
Accounting at Southeastern Louisiana University. Diane L. Swanson, Ph. D., is a Professor of
Management and Ethics, Edgerley Family Chair in Business Administration and Chair, Ethics
Education Initiative.

This article discusses a set of core learning objectives specifically for accounting ethics
education. The author’s research has shown that ethics education is lacking and attempts to
 Lynn Mann
Annotated Bibliography
IST 511 Writing Workshop
Due: 07-November-2017
Prof: Dr. Tourtellotte

provide ways of using measurable outcomes to address the question as to if the ethics content
is reaching the students. The old format of ethics education was to integrate the subject matter
into the course. The author’s suggest using class discussion and case analysis, focusing on
taxonomy’s higher levels of cognitive domain, which requires the student to be capable of
reasoning. The authors list several measurable learning outcomes that they believe should be
incorporated into all accounting programs of study whether it be in a standalone accounting
ethics course or integrated into a foundational accounting course.

For capstone project, “Measurable Student Learning Outcomes”, the use of examples is
imperative to allow the learner to make the connection between the content of the course and
the application of student learning outcomes in the practical sense. This article provides a
framework for addressing the six-tiered cognitive descriptive examples. The capstone project
does not focus on a specific program of study but will incorporate the six-tiered approach along
with explanation of the differences of cognitive domain that align with each example.

Krathwohl, D. (2002, November 01). A Revision of Bloom's Taxonomy: An Overview. Theory Into
Practice, 41(4), 212-218. Retrieved from
http://www.jstor.org.library2.csumb.edu:2048/stable/1477405?seq=1#page_scan_tab_content
s

David Krathwohl, an American educational psychologist, Hannah Hammond Professor of

Education Emeritus at Syracuse University, (past) director of the Bureau of Educational
Research at Michigan State University, and (past) president of the American Educational
Research Association, co-authored several books concerning education including Taxonomy of
Educational Objectives with Benjamin Bloom.

In this article, Dr. Karathwohl revisits Taxonomy of Educational Objectives (commonly referred
to as Bloom's Taxonomy) which describes six major categories in cognitive domain: (from
simple to complex) Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation. Each category is described succinctly. The revision aspect focuses on minor
language changes to the categories labeling.

For capstone project "Measurable Student Learning Outcomes”, having the background for the
levels of cognitive domain will provide content for aligning the student learning outcome with
the appropriate assessment tool.

Maher, A. (2004). Learning Outcomes in Higher Education: Implications for Curriculum Design and
Student Learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 3(2), 46-54.
Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.928&rep=rep1&type=pdf

Angela Maher was a Senior Lecturer at Oxford Brookes University (19 years). Today Ms. Maher
is the Acting Head of School at Oxford School of Hospitality Management at Oxford Brookes
University.
 Lynn Mann
Annotated Bibliography
IST 511 Writing Workshop
Due: 07-November-2017
Prof: Dr. Tourtellotte

In this journal article, the author offers some benefits and drawbacks of learning outcomes. She
provides several benefits to learning outcomes including learning outcomes provide the
student with an expected goal to achieve as well as the standard on which the goal is
measured. She summarizes an unintentional consequence of having learning outcomes has
created a shift from content-based to student-centered approach giving responsibility to the
student for what they learn. The author also mentions some drawbacks of learning outcomes
primarily it may stifle creativity and originality; this is only if used rigidly. The article provides
ways on using outcomes effectively.

Some of these benefits and drawback will be included in capstone project “Measurable Student
Learning Outcomes” in the foundation and rationale section of the module so that the learning
has some background for having student learning outcomes.

Stolovitch, H., & Keeps, E. (2011). Telling Ain't Training. Alexandria: ASTD Press.

Harold D. Stolovitch, CPT, Ph. D. in Instructional Systems Technology and Erica J. Keeps, CPT,
M.S. in Educational Psychology have over 60 years of experience in instructional and
performance technology.

This book discusses a systematic approach for creating well-designed trainings. From analyzing
the audience to learning activities and testing to selecting the right type of training, the authors
break down complicated concepts into easy to follow instructions.

Much of the newly acquired knowledge this book has provided will be implemented in capstone
project “Measurable Student Learning Outcomes”. The learning module will focus on student
learning outcomes but the structure of the module will follow some of the best practices
discussed throughout the book like knowing who the learners are, what their abilities are, and
their prior knowledge. The answers to each of these will direct the level of content and context
in the module.