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method of
method of assessment
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for action
action verb
verb
developed for UHEK, HEA UiTM / MNMY @2014 entered
entered
C6 Create P6 Adaption
P7 Origination
Revised Bloom's
Anderson, L. W., Krathwohl, D.R. (2001) Bloom, B.S., Mesia, B.B., Krathwohl, D.R. (1964) Simpson, E.J. (1972)
C1
utton
utton to
to see
see suggested
suggested
sessment
sessment for
for action
action verb
verb
C2
entered
entered C3
C4
on
on to
to see
see explaination
explaination of
of C5
xonomy for action verb
entered C6
A1
A2
Collect
A3
Design
A4
Develop
A5
Formulate
P1
Invert
P2
P3
P4
P5
P6
P7
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BACK
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BACK
tion
0 0 0 0 0 0 0 0 0 0
Accept A3 Receiving
Acclaim A2 Responding
Accommodate A4 Organisation
Account C2 C6 Comprehension Create
Act A5
Adapt P6 Adaptation
Adhere A4
Aid A2
Alter C2 C6 A4 P6 Comprehension Create Adaptation
Analyse C4 Analysis
Answer A2
Applaud A2 Responding
Apply C3 Application
Appraise C4 C5 Analysis Evaluation
Approve A2 Responding
Argue C6 Create
Arrange C6 A4 P7 Create Origination
Ascertain C4 Analysis
Ask A1
Assemble C6 P3 P4 P5 Create Guided Re Mechanica
Assess C3 C5 Application Evaluation
Assist A2 A3 Valuing
Associate C4 Analysis
Attend A3 Receiving
Attribute C4
Balance A4 Organization
Begin C6 P2 Create 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 C6 Analysis Create
Change C2 C3 P6 Comprehension Applicatio Adaptation
Choose C3 C5 A1 P1 Application Evaluation Perception
Cite C1 Knowledge
Clarify C2 Comprehension
Classify C2 C3 C4 Comprehension Applicatio Analysis
Collect C6 Create
Combine C6 A4 P7 Create Origination
Compare C2 C4 C5 A4 Comprehension Analysis Evaluation
Compile C6 Create
Complete A3 A4
Comply A2
Comply with A2 Responding
Compose C6 P7 Create Origination
Comprehend C2
Compute C3 Application
Conceive C5 C6 Evaluation Create
Conclude C5 Evaluation
Conform A2
Consider C5 Evaluation
Construct C3 C6 P3 P4 P5 P7 Create Guided Re Mechanica
Contrast C2 C4 C5 Comprehension Analysis Evaluation
Convert C2
Copy P3
Create C6 P7 Create Origination
Criticise C4 C5 Analysis Evaluation
Critique C5
Debate C4 A3 Analysis Valuing
Decide C5
Deduce C5 Evaluation
Defend C2 C5 A4 Comprehension Evaluation
Define C1 Knowledge
Demonstrate C3 A3 P5 Application Complex Response
Deny A3 Valuing
Depict C2 Comprehension
Derive C6 Create
Describe C1 C2 C5 A1 P1 Knowledge ComprehenPerception
Design C6 P7 Crea Origination
Designate C4 Create
Detect P1 Perception
Determine C4 C5 Analysis Evaluation
Develop C6 Create
Devise C6 Create
Diagnose C4 Analysis
Diagram C4 Analysis
Differentiate C4 A3 P1 Analysis Perception
Direct C3 Application
Discover C2 C3 Comprehension Application
Discriminate C4 C5 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 C6 Create
Elucidate. C4 Analysis
Employ C3 Application
Engender C6 Create
Enlarge C6 Create
Erect A1
Estimate C2 C5 Comprehension Evaluation
Evaluate C4 C5 Analysis Evaluation
Evidence C3 Application
1 1 Examine C4 Analysis
Exemplify C2 Comprehension
Expand C6 Create
Experiment C4 Analysis
Explain C2 C5 C6 A3 A4 P2 Comprehension Create Set
Express C2 Comprehension
Extend C2 C6 Create
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 C6 A4 Comprehension Create Organization
Generalise C2 C6 A4 Comprehension Create
Generate C6 Create
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 C6
Identify C1 C4 A1 A4 P1 Knowledge Analysis
Illustrate C2 C3 C4 Comprehension Application
Illustrate how C4 Analysis
Image C6 Create
Increase A3 Valuing
Indicate C2 Comprehension
Infer C2 C4 Comprehension Analysis
Influence A5
Initiate C6 A3 P7 Create
Inquire C4
Inspect C4 Analysis
Integrate C6 A4 Create
Interpret C2 C3 C5 A5 Comprehension Applicatio Characterization by a v
Invent C6 Create
Invert C6
Investigate C4
Invite A3
Isolate P1
Join A3
Judge C5 Evaluation
Justify C2 C4 C5 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 C6 Comprehension Applicatio Create
Manifest C3 Application
Manipulate C3 P3 P4 P5 Application Guided Re Mechanica
Match C1 Knowledge
Match C2
Measure C1 C5 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 C6 A4 A5 Application Create
Move P2 Set
Name C1 A1 Knowledge
Operate C3 Application
Order C5 A4 Synthesis
Organise C1 C6 A4 P4 P5 Knowledge Create Organization
Originate C6 P7 Create Origination
Outline C1 C4 Knowledge Analysis
Paint C3
Paraphrase C2 Comprehension
Pattern C6 Create
Perform C2 A2 A5 Comprehension
Plan C6 Create
Point out C4
Point to A1
Pose C6 Create
Practice C3 A2 A5 Application
Predict C2 C3 C6 Comprehension Application
Prepare C3 C6 A4 Application Synthesis
Present C1 C2 C3 C6 A2 Knowledge ComprehenApplicatio
Probe C4
Proceed P2 Set
Produce C3 C6 Application
Project C6 Synthesis
Pronounce C1 Knowledge
Propose C6 A3 A5 Create
Protest A3 Valuing
Qualifies A5
Question C4 C5 A5 Analysis Evaluation
Quote C1 Knowledge
Rate C5 Evaluation
React P2 P3 Set
Read A2 A3
Rearrange C6 P6 Create Adaptation
Recall C1 Knowledge
Recite C1 A2 Knowledge
Recognise C1 C2 C4 Comprehension Analysis
Recommend C5
Reconstruct C6 Create
Record C1 Knowledge
Recount C1 Knowledge
Reduce C4 Analysis
Relate C1 C2 C4 C6 A4 P1 Knowledge ComprehenApplicatio
Relinquish A3 Valuing
Reorganise C6 P6 Create Adaptation
Rephrase C2 Comprehension
Reply A1
Report C2 C6 A2 A3 Comprehension Create
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 Evaluate Create Adaptation
Reword C2 Comprehension
Rewrite C2 C6 Comprehension Create
Role-play C6
Schedule C3 Application
Score C5 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 C5
Survey C4
Synthesise A4
Tell C1 C6 A2
Theorise C6 Create
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 C5 Evaluation
Vary C2 P6 Comprehension Adaptation
Verify. C3 A5 Application
Volunteer A2 P2 Responding Set
Weigh C5 Evaluation
Work A3
Write C1 C6 A2 Knowledge Create
0 0 0 0
1 Examine C4
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 Create Perception
Adaptation
C4) Identify component
0 concepts
0 on his own
0 (without0 having been
0 shown specifically
C4) Essay how to so). 0E.G. Separates
0 material0 or concepts
0 into component part
NO MATCHNO MATCHC6) Iden C6) Iden C6) Iden C6) Iden C6) Iden C6) Identify compon C6) Essay C6) Essay C6) Essay C6) Essay C6) Essay
NO MATCHNO MATCHC6) Iden C6) Iden C6) Iden C6) Iden C6) Iden C6) Identify compon C6) Essay C6) Essay C6) Essay C6) Essay C6) Essay
NO MATCHNO MATCHC6) Iden C6) Iden C6) Iden C6) Iden C6) Iden C6) Identify compon C6) Essay C6) Essay C6) Essay C6) Essay C6) Essay
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C6) Essay Question, Report, Simulation, Clinical assessment, Observed long case, Problem Based Learning (PBL), Poster, Simulated patient interviews, Viva voce
C6) Essay Question, Report, Simulation, Clinical assessment, Observed long case, Problem Based Learning (PBL), Poster, Simulated patient interviews, Viva voce
C6) Essay Question, Report, Simulation, Clinical assessment, Observed long case, Problem Based Learning (PBL), Poster, Simulated patient interviews, Viva voce
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) 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.
C6 C6) 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.
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