1. Learning Taxonomies Bloom’s Taxonomy
(As revised by Anderson et al 2001)
Biggs’ Proposed Levels of Attainment
Biggs’ & Collis’ SOLO Taxonomy
Synthesis /creation
Design, organize, formulate, propose. A:
The very best understanding.
Extended Abstract Thinking
Theories
Generalize
Reflect evaluate
Evaluation
Judge, appraise, evaluate, compare, assess. B:
Highly Satisfactory.
Relational Thinking
Explain
Analyze
Compare
Apply
Analysis
Distinguish, analyze, calculate, test, inspect C:
Quite Satisfactory.
Multi-structural Thinking
Classify
Comment upon
Application
Apply, use, demonstrate, illustrate, practice.
D :
Just a pass
Uni-structural
State
Describe
Comprehension
Explain, describe, discuss, recognize. E:
Fail
Pre-structural
Knowledge
Define, list, name, recall, record.

2. TRANSPARENT REQUIREMENTS
Competence
Learning outcomes
Specify the essential learning, focused on results.
Define the minimum acceptable standards of what students are expected to do after completing a course or programme.
Spell out what the student are expected to do in observable and measurable terms
Are being described by using active verbs.
Performance = behavior the students shows and thus can be assessed.
Example; outcomes of course
Students are able to:
Student know the basic concepts Define what learning outcomes are
of learning outcomes To interpret the concepts in the light of educational theory
3.Design the learning outcomes of a course unit.

3. The Knowledge Dimension Cognitive Process Dimension
Developed by Lisa O’Reilly, MA. Based on Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
The Knowledge Dimension
Bloom’s Revised Taxonomy Worksheet
Cognitive Process Dimension
1 Remember
Recognizing or recalling knowledge, facts or concepts.
Verbs: define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state, locate
2 Understand
Constructing meaning from instructional messages.
Verbs: illustrate, defend, compare, distinguish, estimate, explain, classify, generalize, interpret, paraphrase, predict, rewrite, summarize, translate
3 Apply
Using ideas and concepts to solve problems.
Verbs: implement, organize, dramatize, solve, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, choose
4 Analyze
Breaking something down into components, seeing relationships and an overall structure.
Verbs: analyze, break down, compare, select, contrast, decon struct, discriminate, distinguishes, identify, outline
5 Evaluate
Making judgments based on criteria and standards.
Verbs: rank, assess, monitor, check, test, judge
6 Create
Reorganize diverse elements to form a new pattern or structure.
Verbs: generate, plan, compose, develop, create, invent, organize, construct, produce, compile, design, devise
Factual Knowledge
Basic elements used to communicate, understand, organize a subject: terminology, scientific terms, labels, vocabulary, jargon, symbols or representations; and specific details such as knowledge of events, people, dates, sources of information.
Conceptual Knowledge
Knowledge of classifications and categories, principles, theories, models or structures of a subject.
Procedural Knowledge
Knowing how to do something: performing skills, algorithms, techniques or methods.
Metacognitive Knowledge
The process or strategy of learning and thinking; an awareness of one’s own cognition, and the ability to control, monitor, and regulate one’s own cognitive process.

4. EXAMPLE: COMMON BODY OF COMPETENCE
Students develop skill in a critical thinking, clear and thoughtful communication, creative expression and honest
open inquiry
Students develop mastery of a specific major and an understanding of the connection among disciplines.
Students develop respect for differences among people and ideas and learn to clarify and articulate their own values.
Students demonstrate that they are responsible, engaged citizens.
PEER CONSULTATION:
Defining learning outcomes
Please define the learning outcomes students have to master in order to acquire the competence of critical
thinking or scientific writing or strategic thinking .
2. What could the student be expected to do to achieve the defined learning outcomes?

5. Bloom's Taxonomy Verbs
Use verbs aligned to Bloom's Taxonomy to create discussion questions and lesson Plans that ensure your students' thinking progresses to higher levels.
Knowledge
Comprehend
Count
Define
Describe
Draw
Enumerate
Find
Identify
Label
List
Match
Name
Quote
Recall
Recite
Record
Reproduce
Select
Sequence
State
Tell
View
Write
Classify
Cite
Conclude
Convert
Discuss
Estimate
Explain
Generalize
Give examples
Illustrate
Interpret
Locate
Make senseParaphrase
Predict
Report
Restate
Review
Summarize
Trace
Understand
Apply
Analyze
Act
Administer
Articulate
Assess
Change
Chart
Choose
Collect
Compute
Construct
Contribute
Control
Demonstrate
Determine
Develop
Discover
Dramatize
Establish
Extend
Imitate
Implement
Interview
Include
Inform
Instruct
Paint
Participate
Prepare
Produce
Provide
Relate
Show
Solve
Transfer
Use
Utilize
Break down
Characterize
Compare
Contrast
Correlate
Debate
Deduce
Diagram
Differentiate
Discriminate
Distinguish
Examine
Make sense of
Paraphrase
Focus
Infer
Limit
Outline
Point out
Prioritize
Recognize
Research
Separate
Subdivide
Synthesize
Evaluate
Adapt
Anticipate
Categorize
Collaborate
Combine
Communicate
Compile
Compose
Create
Design
Devise
Express
Facilitate
Formulate
Generate
Incorporate
Individualize
Initiate
Integrate
Intervene
Invent
Make up
Model
Modify
Negotiate
Organize
Perform
Plan
Pretend
Progress
Propose
Rearrange
ReconstructReinforce
Reorganize
Revise
Rewrite
Structure
Substitute
Validate
Appraise
Argue
Compare & Contrast
Criticize
Critique
Decide
Defend
Judge
Justify
Prove
Rank
Rate
Reframe
Support