1. What should our graduates know?

2. We ask this question when designing Our lectures A test A laboratory exercise for students Out of class assignments A quiz An entire course An entire major An entire degree program

3. What should our students know? Being able to answer this question is important for us and for communication to others. It is a key component of the Bologna Process, because it will help other countries know what is accomplished by students and teachers at SAUA One important aspect to answering this question is to know the level or the depth of understanding our students should have When people learn, they must have many levels of understanding One of most influential studies of these different levels was by Bloom

4. What should our students know? Bloom’s taxonomy Often, the first level is memorizing Then students come to understand what they have memorized When they can take something they understand and apply it to a new situation, they show greater depth of learning Further learning is demonstrated when they break something down to component parts (analyze) When they take those component parts and put them together in a new way, they comprehend Highest level is considered to be evaluation

5. Let’s look at these six components What are they? How are they characterized? What are some examples of this level of learning in your discipline? What are some key words that are used to teach or assess each of these components?

6. Knowledge Memorize and be able to recall information and data Key words: define, describe, identify, know, list, match, name, outline, recall, recognize, select

7. Knowledge Examples: Name the components of animal food ration List the compositions of the major soil types in Armenia Describe the stages of mitosis Identify the land tenure system in this region.

8. Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words Key words include: comprehends, converts, distinguishes, estimates, explains, extends, generalizes, gives examples, interprets, paraphrases, predicts, summarizes

9. Comprehension Examples: Describe key principles of land ownership Explain the basic principles of precipitation Give examples of food formulations Predict structure strength of various metals

10. Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place Key words include: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, predicts, relates, solves, uses.

11. Application Examples: Predict the water retention in various soil types Relate the differences in price to use of various fertilizers Demonstrate how an incubator works

12. Analysis Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Key words: analyzes, compares, contrasts, diagrams, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

13. Analysis Examples: What are the relationships between food ingredients and their functional properties Compare tools used to measure tensile strength of materials Identify plants most suited to improve organic matter Identify differences in cattle breeds in Armenia

14. Synthesis Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure Key words: categorizes, combines, composes, creates, designs, explains, generates, organizes, plans, relates, reorganizes, summarizes, tells, writes

15. Synthesis Examples Design an irrigation system for certain situations Modify the existing food safety program Develop a marketing plan for an Armenian food product

16. Evaluation Make judgments about the value of ideas or materials Key words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

17. Evaluation Critique the use of food safety programs for food exports Evaluate the use of fertilizers for crop production Justify the use of the Bologna Process for your department’s teaching program