1. DAU Curriculum Process: Implementing Bloom’s Taxonomy and Kirkpatrick’s Levels of Evaluation Judith Hall Bayliss, DAU November 2, 2007

2. Bloom – Learning Levels Learn. Perform. Succeed Structures Curriculum: Indicates Performance Outcome 6 Levels Achieved by the Learner: 1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Synthesis/Evaluation co-equal as “pinnacle” outcomes

3. Bloom’s Outcomes Described

4. Bloom – Learning Levels Learn. Perform. Succeed DAU Curriculum:  100 Courses – Level 1/Level 2  200 Courses – Level 3/Level 4  300 Courses – Level 4 +  400 Courses – Level 5 & 6 Terminal Learning Objectives (TLOs): –Bloom’s levels equal course level Enabling Learning Objectives (ELOs): –Bloom’s levels may equal TLO or be a level below Assessment strategy must fulfill Bloom’s level.

5. Four Tiers of Evaluation: 1.Satisfaction 2.Learning 3.Transfer 4.Results Sometimes, ROI tacked on as a 5 th level or lumped with tier 4. ROI =/= LEVEL 4 RESULTS Kirkpatrick – Evaluation Tiers 1 2 3 4 DATA VALUE DATA VOLUME

6. Kirkpatrick – Evaluation Tiers Learn. Perform. Succeed Level 1: DAU collects through the End of Course Surveys. –Reflected in MTM reports Level 2: DAU assesses students. –Elearning: on-line exams –Classroom: completion of activities, cases, etc. Level 3 & Level 4: DAU does not formally collect. –Must be demonstrated on the job and noted by supervisors.

7. Summary Learn. Perform. Succeed Note to self: our learning outcomes are siblings of competencies, but not same as in terms of how to do performance assessment or what is purpose. Bring back to competency effort alignment? When learning is drawn from competency statements, it becomes a subservient activity that is parting of meeting competency. Is not a replacement for demonstration of the competency in situ.

8. Back up Learn. Perform. Succeed

9. EVALUATION SYNTHESIS ANALYSIS APPLICATION KNOWLEDGE Multiple Choice True/False Matching Fill in Blanks Short Answer BLOOM’S LEVEL Lecture Visuals Video Audio Examples Instructions Analogies Questions Discussion Review Test Assessment Reports Learner Presentations Writing Exercises Practice Demonstrations Projects Sketches Simulations Role play Micro teach Define Repeat Record List Translate Restate Discuss Describe Recognize Explain Express Identify Interpret Apply Employ Use Demonstrate Dramatize Practice Illustrate Operate Schedule Shop Sketch Distinguish Analyze Differentiate Appraise Calculate Experiment Test Compare Contrast Criticize Diagram Inspect Debate Inventory Question Relate Compose Plan Propose Design Formulate Arrange Collect Construct Create Set up Organize Manage Prepare Judge Appraise Evaluate Rate Compare Value Revise Score Select Choose Assess Estimate Measure METHODS CASE STUDIES SIMULATIONS “FROM BLOOM TO ASSESSMENT” ASSESSMENTS Essay Reports/Paper Practical Exercise Problems Exercises Case studies Critical incidents Discussion Questions Test Projects Problems Case studies Creative exercises Develop plans Constructs Simulations Case studies Projects Exercises Critiques Simulations Appraisals Role Play Learning Portfolio COMPREHENSION

10. If Someone Asks… Emma