USE OF BLOOM’S
TAXONOMY IN
DEVELOPING AND
MEASURING ACHIEVEMENT
LEVELS FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
RICHARD O. ANDERSON, P.E.
SOMAT ENGINEERING, INC.
KENNETH FRIDLEY, Ph.D.
UNIVERSITY OF ALABAMA
SCHEDULE FOR TODAY
1st Session
–
–
–
–
–
Introduction
Description of the Problem
A Better Way To Do It
Bloom’s Taxonomy
Examples
2nd Session
– Group Exercises
3rd Session
– Presentation and Discussion of Group Exercises
BEST ASSESSMENT PROCESSES IX
2
INTRODUCTION
Richard O. Anderson, P.E., Hon.M. ASCE
– Consulting Engineer from Michigan
– Past-President of ABET, Inc.
– Currently Chair of ASCE’s Body of Knowledge
Committee
Kenneth Fridley, Ph.D.
– Chair of Civil and Environmental Engineering
Department at University of Alabama
– Assistant Chair of ASCE’s Body of Knowledge
Committee
BEST ASSESSMENT PROCESSES IX
3
WHAT IS THE PROBLEM?
With the advent of EC-2000, (now the
ABET/EAC General Criteria), engineering
programs were required to demonstrate
that their graduates were achieving the
outcomes specified in the General and
Program Criteria
These outcomes-based assessment
criteria have since been expanded to
include all 4 commissions of ABET
BEST ASSESSMENT PROCESSES IX
4
WHAT IS THE PROBLEM?
With the new criteria came an implicit level
of achievement for all of the outcomes
Criterion 3 states: “Engineering programs
must demonstrate that their students
attain:”
– “an ability to…”
– “an understanding of…”
– “a recognition of…”
– “a knowledge of…”
BEST ASSESSMENT PROCESSES IX
5
THE PROBLEM CONTINUES
In order to permit the programs to have as
much latitude as possible, the terms and
phrases used in the Criteria were never
defined by ABET
This led to a free-for-all in terminology that
has resulted in much confusion
ABET has since modified this by providing
a limited number of definitions in Criteria 2
and 3
BEST ASSESSMENT PROCESSES IX
6
ABET DEFINITIONS
Criterion 2
“…program educational objectives are broad
statements that describe the career and
professional accomplishments that the
program is preparing graduates to achieve.”
Criterion 3
“…program outcomes are statements that
describe what students are expected to know
and be able to do by the time of graduation.”
BEST ASSESSMENT PROCESSES IX
7
CONSISTENCY IS ABSENT
The ABET provided definitions do not extend to
the outcome levels of achievement
The undefined terminology used in the General
Criteria is only the tip of the iceberg
The societies responsible for the various
Program Criteria have developed their own
terms for levels of achievement of the outcomes
in the Program Criteria
There is little consistency or clarity in the
application of the various terms
BEST ASSESSMENT PROCESSES IX
8
BIOLOGICAL PROGRAM
CRITERIA
1. Curriculum
Programs must demonstrate that graduates
have proficiency in mathematics through
differential equations, a thorough
grounding in chemistry and biology and a
working knowledge of advanced
biological sciences…
From: ABET Criteria for Accrediting Engineering Programs for 2007-2008
BEST ASSESSMENT PROCESSES IX
9
THE PROBLEM HAS EXPANDED
Now this problem has been multiplied by a
factor of 4 with the expansion of the
outcomes based criteria to the other 3
commissions
The result is a plethora of terms with no
common definitions or strong sense of
hierarchy
(see handout 1)
BEST ASSESSMENT PROCESSES IX
10
WHAT HAS BEEN DONE?
Others have recognized the problem and
offered solutions from the scholarly article
viewpoint (e.g.: Defining the Outcomes:
A Framework for EC 2000, IEEE
Transactions on Engineering Education,
Volume 43, Number 2, May 2000.)
ABET formed a task committee in 2004 to
address the issue – the recommendations
were received by ABET
BEST ASSESSMENT PROCESSES IX
11
IS THERE AN ANSWER?
ASCE commissioned a subcommittee of the
CAP3 (PS-465) effort to study the problem
This ASCE committee worked closely with the
ABET Task Committee
All three efforts noted above came to the same
conclusion – a universally accepted hierarchal
system was needed to alleviate the
misinterpretation problems associated with the
levels of achievement in the outcomes
assessment process
BEST ASSESSMENT PROCESSES IX
12
WHAT WAS AVAILABLE?
Several different taxonomy systems were
evaluated
Bloom’s Taxonomy system was judged to
be the “best” because it is widely
accepted, it can be precise, and it is
intuitively easy to understand
Consensus was that Bloom’s Taxonomy of
the cognitive domain would work
BEST ASSESSMENT PROCESSES IX
13
WHAT IS BLOOM’S TAXONOMY?
A classification system of “…the student
behaviors which represent the intended
outcomes of the educational process.”
(Bloom, 1956)
Three domains within the taxonomy
– Cognitive
– Affective
– Psychomotor
BEST ASSESSMENT PROCESSES IX
14
COGNITIVE DOMAIN
“…includes those objectives which deal
with the recall or recognition of knowledge
and the development of intellectual
abilities and skills.” (Bloom, 1956)
Bloom’s original taxonomy, and more
recent revisions, have included subsets of
the various levels – which probably is an
unnecessary refinement for our purposes
BEST ASSESSMENT PROCESSES IX
15
CLASSES OF THE COGNITIVE
DOMAIN
Six classes within Bloom’s cognitive
domain:
– Knowledge
– Understanding
– Application
– Analysis
– Synthesis
– Evaluation
Simple
to
Complex
(see handouts #2 & #3)
BEST ASSESSMENT PROCESSES IX
16
STRUCTURE OF THE
TAXONOMY
An action verb and a noun are needed
The combination of the verb and the noun
describes the level of achievement
expected for that particular outcome
Lists of Bloom’s action verbs are the
starting point
Examples
(see handout #4)
BEST ASSESSMENT PROCESSES IX
17
KNOWLEDGE
Level 1
Definition: The student recalls or
recognizes information, ideas, and
principles in the appropriate form in which
they were learned.
Verbs: write, list, label, name, state,
define
Adapted from: Report of the ASCE Level of Achievement Committee, 2005
BEST ASSESSMENT PROCESSES IX
18
AEROSPACE PROGRAM
CRITERIA
Curriculum
Aeronautical engineering programs must
demonstrate that graduates have a knowledge
of aerodynamics, aerospace materials,
structures, propulsion, flight mechanics, and
stability and control.
Astronautical engineering programs must
demonstrate that graduates have a knowledge
of orbital mechanics, …
1.
From: ABET Criteria for Accrediting Engineering Programs for 2007-2008
BEST ASSESSMENT PROCESSES IX
19
KNOWLEDGE (again)
Level 1
Definition: The student recalls or
recognizes information, ideas, and
principles in the appropriate form in which
they were learned.
Verbs: write, list, label, name, state,
define
Adapted from: Report of the ASCE Level of Achievement Committee, 2005
BEST ASSESSMENT PROCESSES IX
20
AEROSPACE PROGRAM
CRITERIA (again)
Curriculum
Aeronautical engineering programs must
demonstrate that graduates have a knowledge
of aerodynamics, aerospace materials,
structures, propulsion, flight mechanics, and
stability and control.
Astronautical engineering programs must
demonstrate that graduates have a knowledge
of orbital mechanics, …
1.
From: ABET Criteria for Accrediting Engineering Programs for 2007-2008
BEST ASSESSMENT PROCESSES IX
21
COMPREHENSION
Level 2
Definition: The student translates,
comprehends, or interprets information
based on prior learning
Verbs: explain, summarize, paraphrase,
describe, illustrate
Adapted from: Report of the ASCE Level of Achievement Committee, 2005
BEST ASSESSMENT PROCESSES IX
22
APPLICATION
Level 3
Definition: The student selects, transfers,
and uses data and principles to complete
a problem or task with a minimum of
direction
Verbs: use, conduct, solve, demonstrate,
apply, construct
Adapted from: Report of the ASCE Level of Achievement Committee, 2005
BEST ASSESSMENT PROCESSES IX
23
ANALYSIS
Level 4
Definition: The student distinguishes,
classifies, and relates the assumptions,
hypotheses, evidence, or structure of a
statement or question
Verbs: analyze, categorize, compare,
contrast, separate
Adapted from: Report of the ASCE Level of Achievement Committee, 2005
BEST ASSESSMENT PROCESSES IX
24
SYNTHESIS
Level 5
Definition: The student originates,
integrates, and combines ideas into a
product, plan or proposal that is new to
him or her
Verbs: create, design, hypothesize,
invent, develop
Adapted from: Report of the ASCE Level of Achievement Committee, 2005
BEST ASSESSMENT PROCESSES IX
25
INDUSTRIAL PROGRAM
CRITERIA
1. Curriculum
The program must demonstrate that
graduates have the ability to design,
develop, implement, and improve
integrated systems that include people,
…
From: ABET Criteria for Accrediting Engineering Programs for 2007-2008
BEST ASSESSMENT PROCESSES IX
26
EVALUATION
Level 6
Definition: The student appraises,
assesses, or critiques on a basis of
specific standards and criteria
Verbs: judge, recommend, critique, justify
Adapted from: Report of the ASCE Level of Achievement Committee, 2005
BEST ASSESSMENT PROCESSES IX
27
WHAT IS BEING DONE?
BEST ASSESSMENT PROCESSES IX
28
CIVIL ENGINEERING BODY OF
KNOWLEDGE (BOK-2)
ASCE is in process of revising the civil
engineering Body of Knowledge
In BOK-1, ASCE had 15 student learning
outcomes (11 from ABET 3(a-k) and 4
new ones
BOK-2 has 28 outcomes, most of which
are already included in ABET and BOK-1
BEST ASSESSMENT PROCESSES IX
29
EXAMPLES
History and Heritage
Professional and Ethical Responsibility
(see handout #5)
BEST ASSESSMENT PROCESSES IX
30
TODAY’S OBJECTIVE
Is NOT to make you an expert on the
ABET Criteria and the inherent problems
dealing with the ambiguity in the Criteria
But it is to make you aware of a taxonomic
system that could make your life a lot
easier when performing assessment of the
outcomes expected of the graduates of
your program
BEST ASSESSMENT PROCESSES IX
31
APPLICABILITY
The format described today utilizing
Bloom’s Taxonomy is applicable to:
– The ABET General Criteria
– The ABET Program Criteria
– Your program’s outcomes
– The outcomes for a single class
BEST ASSESSMENT PROCESSES IX
32
SCHEDULE FOR TODAY
1st Session
–
–
–
–
–
Introduction
Description of the Problem
A Better Way To Do It
Bloom’s Taxonomy
Examples
2nd Session
– Group Exercises
3rd Session
– Presentation and Discussion of Group Exercises
BEST ASSESSMENT PROCESSES IX
33
SCHEDULE FOR TODAY
1st Session
–
–
–
–
–
Introduction
Description of the Problem
A Better Way To Do It
Bloom’s Taxonomy
Examples
2nd Session
– Group Exercises
3rd Session
– Presentation and Discussion of Group Exercises
BEST ASSESSMENT PROCESSES IX
34
BEST ASSESSMENT PROCESSES IX
35
ABET CRITERIA
EAC
3
4
7
2
27
2
4
TAC
47
46
8
19
TOTAL
50
89
10
30
3
2
14
23
2
2
45
3
Understanding
Proficiency
8
Skill Developed
Prepared
11
Mastery
1
7
Knowledge
CAC
Familiar
5
Exposed
2
Competence
Ability
ASAC
Commission
Capability
Apply or
Application
"LEVEL OF ACHIEVEMENT" TERMS USED FOR 4 COMMISSIONS
3
3
1
16
14
17
11
6
24
34
3
24
ADAPTED FROM: ABET Accreditation Council Task Force report on "Levels of Achievement" chaired by Mark
Pagano, 2004
USE OF BLOOM'S TAXONOMY FOR OUTCOMES
Anderson/Fridley
BEST ASSESSMENT PROCESSES IX
Handout #1
Page 1 of 5
ASAC OF ABET
1
1
1
1
2
1
2
1
1
3
3
1
4
2
Understanding
2
5
2
1
Mastery
Prepared or
Preparation
1
Proficiency
Competence
1
Knowledge
Health Physics
Industrial
Hygiene
Industrial/
Quality
Management
Safety
Surveying and
Mapping
Environmental,
Health, and
Safety
Total
Apply or
Application
Criteria
Ability
"LEVEL OF ACHIEVEMENT" TERM USE
6
1
5
2
1
1
8
7
4
7
ADAPTED FROM: ABET Accreditation Council Task Force report on "Levels of Achievement" chaired by Mark Pagano,
2004
USE OF BLOOM'S TAXONOMY FOR OUTCOMES
Anderson/Fridley
BEST ASSESSMENT PROCESSES IX
Handout #1
Page 2 of 5
CAC OF ABET
"LEVEL OF ACHIEVEMENT" TERM USE
Criteria
General
Computer
Science
Information
Systems
Information
Technology
Total
Ability
Apply
Exposed
Prepared
Skills Developed
Understanding
and Applied
3
11
1
11
1
1
1
1
2
1
2
3
3
1
ADAPTED FROM: ABET Accreditation Council Task Force report on "Levels of Achievement" chaired by Mark Pagano, 2004
USE OF BLOOM'S TAXONOMY FOR OUTCOMES
Anderson/Fridley
BEST ASSESSMENT PROCESSES IX
Handout #1
Page 3 of 5
EAC OF ABET
Aerospace
Agricultural
Architectural
Bioengineering*
Ceramic
Chemical*
Civil
Construction
Electrical &
Computer
Engineering
Management
Engineering
Mechanics
Environmental
Geological
Industrial**
Manufacturing
Materials
Mechanical
Mining
Naval
Architecture and
Marine
Nuclear
Ocean
Petroleum
Software
Surveying
Total
NOTES:
1
1
1
3
Proficiency
Underrstanding
Knowledge
Familiarity
Competence
Capability
Program Criteria
Ability
"LEVEL OF ACHIEVEMENT" TERM USE
4
1
1
1
1
1
1
3
2
1
1
3
2
2
3
2
1
2
2
1
1
3
2
1
1
1
1
1
4
1
3
27
1
2
2
3
1
1
1
1
3
1
1
1
2
1
4
2
14
14
16
* = Chemical and Biological engineering also use the term "thorough grounding in"
** = Industrial engineering also uses the term "in-depth instruction"
Terms like "be able to", though not common, were placed under ability and "capable of" was
the same as capability
ADAPTED FROM: ABET Accreditation Council Task Force report on "Levels of Achievement" chaired by Mark
Pagano, 2004
USE OF BLOOM'S TAXONOMY FOR OUTCOMES
Anderson/Fridley
BEST ASSESSMENT PROCESSES IX
Handout #1
Page 4 of 5
TAC OF ABET
General Criteria
Air Conditioning ET
Architectural ET
Automotive ET
Bioengineering Technology
Chemical ET
Civil ET
Computer ET
Construction ET
Drafting & Design ET
Electrical/Electronics ET
Environmental ET
Industrial ET
Information ET
Instrumentation ET
Manufacturing ET
Marine ET
Mechanical ET
Nuclear ET
Telecommunications ET
Total
3
3
2
1
1
1
2
2
4
3
4
1
2
6
1
4
2
3
2
47
8
1
1
1
2
3
1
3
1
2
3
2
2
2
2
2
3
5
2
2
1
1
1
1
1
1
5
1
2
1
3
1
1
2
1
4
1
1
3
1
8
1
1
19
1
1
2
2
1
1
1
1
Underrstanding
Proficiency
2
1
1
1
1
2
1
1
1
1
4
4
46
Prepared or
Preparation
Knowledge
Competence
Capable
Ability
Program Criteria
Apply or
Application
"LEVEL OF ACHIEVEMENT" TERM USE
3
1
1
1
1
1
6
2
1
23
17
11
6
ADAPTED FROM: ABET Accreditation Council Task Force report on "Levels of Achievement" chaired by Mark
Pagano, 2004
USE OF BLOOM'S TAXONOMY FOR OUTCOMES
Anderson/Fridley
BEST ASSESSMENT PROCESSES IX
Handout #1
page 5 of 5
Bloom’s Taxonomy
Level of the
Cognitive Domain
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge
Definition
Evaluation is concerned with the ability to judge the value
of material for a given purpose. The judgments are to be
based on definite criteria. These may be internal criteria
(organization) or external criteria (relevance to the
purpose) and the student may determine the criteria or be
given them. Learning outcomes in this area are highest in
the cognitive hierarchy because they contain elements of
all the other categories, plus conscious value judgments
based on clearly defined criteria.
Synthesis refers to the ability to put parts together to form
a new whole. This may involve the production of a
unique communication, a plan of operations (research
proposal), or a set of abstract relations (scheme for
classifying information). Learning outcomes in this area
stress creative behaviors, with major emphasis on the
formulation of new patterns or structure.
Analysis refers to the ability to break down material into
its component parts so that its organizational structure
may be understood. This may include the identification of
parts, analysis of the relationship between parts, and
recognition of the organizational principles involved.
Learning outcomes here represent a higher intellectual
level than comprehension and application because they
require an understanding of both the content and the
structural form of the material.
Application refers to the ability to use learned material in
new and concrete situations. This may include the
application of such things as rules, methods, concepts,
principles, laws, and theories. Learning outcomes in this
area require a higher level of understanding than those
under comprehension.
Comprehension is defined as the ability to grasp the
meaning of material. This may be shown by translating
material from one form to another (words to numbers), by
interpreting material (explaining or summarizing), and by
estimating future trends (predicting consequences or
effects). These learning outcomes go one step beyond the
simple remembering of material, and represent the lowest
level of understanding.
Knowledge is defined as the remembering of previously
learned material. This may involve the recall of a wide
range of material, from specific facts to complete
theories, but all that is required is the bringing to mind of
the appropriate information. Knowledge represents the
lowest level of learning outcomes in the cognitive
domain.
Illustrative Behavioral
Verbs
appraise; compare & contrast;
conclude; criticize; critique;
decide; defend; evaluate;
judge; justify.
adapt; anticipate; collaborate;
combine; compile; compose;
create; design; develop;
devise; facilitate; generate;
incorporate; integrate; modify;
plan; reconstruct; reorganize;
revise; structure.
analyze; break down;
correlate; differentiate;
discriminate; distinguish;
formulate; illustrate; infer;
organize, outline; prioritize;
separate; subdivide.
administer; apply; articulate;
calculate; chart; compute;
contribute; determine;
demonstrate; establish;
implement; prepare; provide;
relate; report; show; solve;
use.
classify; cite; convert;
describe; discuss; estimate;
explain; generalize; give
examples; paraphrase; restate
(in own words); summarize.
define; describe; enumerate;
identify; label; list; match;
name; reproduce; select; state.
Adapted from: Gronlund, N.E., 1978. Stating Objectives for Classroom Instruction, 2nd Edition, Macmillan, New
York, NY.
Anderson/Fridley
USE OF BLOOM’S TAXONOMY FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
Handout #3
Page 1 of 1
TYPICAL BLOOM’S ACTION VERBS
KNOWLEDGE
Acquire
Attend
Choose
Collect
Complete
Copy
Define
Describe
Detect
Differentiate
Distinguish
Duplicate
Find
Identify
Imitate
Indicate
Isolate
Label
List
Mark
Match
Name
Order
Outline
Place
Recall
Recognize
Reproduce
Select
State
Underline
COMPREHENSION
Arrange
Categorize
Change
Chart
Cite
Circle
Classify
Compile
Conclude
Conduct
Convert
Defend
Demonstrate
Determine
Diagram
Differentiate
Distinguish
Document
Draw
Edit
Estimate
Explain
Extend
Extrapolate
Fill in
Follow
Formulate
Gather
Generalize
Give example
Give in own words
Illustrate
Infer
Interpolate
Interpret
Itemize
Locate
Make
Organize
Paraphrase
Predict
Prepare
Quote
Read
Rearrange
Record
Relate
Reorder
Rephrase
Represent
Restate
Summarize
Translate
Update
APPLICATION
Apply
Calculate
Change
Choose
Classify
Compute
Conduct
Construct
Demonstrate
Develop
Discover
Employ
Generalize
Manipulate
Modify
Operate
Organize
Predict
Prepare
Produce
Relate
Restructure
Show
Solve
Transfer
Use
ANALYSIS
Analyze
Appraise
Break down
Categorize
Classify
Combine
Compare
Conclude
Contrast
Criticize
Deduce
Defend
Detect
Diagram
Differentiate
Discriminate
Distinguish
Evaluate
Formulate
Generate
Identify
Illustrate
Induce
Infer
Outline
Paraphrase
Plan
Point out
Present
Question
Recognize
Relate
Save
Select
Separate
Shorten
Structure
Subdivide
SYNTHESIS
Alter
Calculate
Categorize
Change
Classify
Combine
Compile
Compose
Conduct
Constitute
Construct
Create
Deduce
Derive
Design
Devise
Develop
Discover
Discuss
Document
Expand
Explain
Formulate
Generalize
Generate
Modify
Organize
Originate
Paraphrase
Plan
Predict
Produce
Propose
Rearrange
Reconstruct
Relate
Reorganize
Revise
Rewrite
Signify
Simplify
Specify
Summarize
Synthesize
Systemize
Tell
Transmit
Write
EVALUATION
Appraise
Argue
Assess
Compare
Conclude
Consider
Contrast
Critique
Decide
Describe
Discriminate
Explain
Interpret
Judge
Justify
Recommend
Relate
Standardize
Summarize
Validate
Classified verbs according to Benjamin S. Bloom’s Taxonomy of Education Objectives:
Handbook I: Cognitive Domain – Listing of verbs collected from many sources
Anderson/Fridley
USE OF BLOOM’S TAXONOMY FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
Handout #4
Page 1 of 1
Level of cognitive achievement
Outcome
title
History
and
heritage
Professional
and
ethical
responsibility
1
2
3
4
5
6
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Recognize
significant
individuals, events,
and landmark
projects in civil
engineering history.
Explain contributions of
significant individuals,
events, and developments
that occurred in the
history of civil
engineering and the
impact they have on the
profession.
Generalize significant
events and
developments in the
history of civil
engineering and
document their
impact on society.
Distinguish
significant events and
developments in the
history of civil
engineering and their
impact on society and
use these analyses to
formulate new designs
that improve today’s
society, environment,
and the economy.
Construct new
analyses of
significant events and
developments in the
history of civil
engineering and their
impact on society,
environment, and the
economy.
Recommend
engineering
solutions based on
historical impacts
on society,
environment, and
the economics and
interpret events and
developments in the
history of civil
engineering and
their impact on
society.
List the professional
and ethical
responsibilities of a
civil engineer.
Explain the professional
and ethical
responsibilities of a civil
engineer.
Apply standards of
professional and
ethical responsibility
to determine an
appropriate course of
action.
Analyze a situation
involving multiple
conflicting
professional and
ethical interests to
determine an
appropriate course of
action.
Synthesize studies
and experiences to
foster professional
and ethical conduct.
Justify a solution to
an engineering
problem based on
professional and
ethical standards
and assess personal
professional and
ethical development.
Anderson/Fridley
USE OF BLOOM’S TAXONOMY FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
Handout #5
Page 1 of 1
INSTRUCTIONS FOR GROUP EXERCISE
USE OF BLOOM’S TAXONOMY IN DEVELOPING AND
MEASURING ACHIEVEMENT LEVELS FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
1. Assume that your group has been tasked with developing two outcomes and the
associated levels of achievement for the graduates of your undergraduate program.
2. Your two assigned outcomes are on the handout sheet given to you.
3. Some of these outcomes are a component of ABET/EAC Criterion 3 (a-k).
Others that are not a part of the ABET General Criteria have been judged by your
respective faculty to be a desired learning outcome for the graduates of your
program.
4. There are two components for each outcome in this exercise.
a. The first is to prepare an outcome description, using an appropriate Bloom’s
action verb, for each of the six achievement levels for each outcome. These will
be written into the appropriate cell on your worksheet. The format of the
statement should be similar to those indicated on Handout #7.
b. Second, you will decide what the appropriate level of achievement is for the
graduates of your program, and indicate that level on the worksheet.
5. You will have approximately one hour to complete this exercise and then the
results will be presented to the overall group.
Anderson/Fridley
USE OF BLOOM’S TAXONOMY FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
Handout #6
Page 1 of 1
Level of cognitive achievement
Outcome
title
1
2
3
4
5
6
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
MATHEMATICS
ENGINEERING
TOOLS
Anderson/Fridley
USE OF BLOOM’S TAXONOMY FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
Handout #8
Page 1 of 1
Level of cognitive achievement
Outcome
title
1
2
3
4
5
6
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PHYSICS
EXPERIMENTS
Anderson/Fridley
USE OF BLOOM’S TAXONOMY FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
Handout #9
Page 1 of 1
Level of cognitive achievement
Outcome
title
1
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
CHEMISTRY
PROBLEM
RECOGNITION
AND SOLVING
Anderson/Fridley
USE OF BLOOM’S TAXONOMY FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
Handout #10
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Level of cognitive achievement
Outcome
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
MECHANICS
SUSTAINABILITY
Sustainability: The ability to meet human needs for natural resources, industrial products, energy, food, transportation, shelter, and
effective waste management while conserving and protecting environmental quality and the natural resource base essential for the
future.
Sustainable development: “…the challenge of meeting human needs for natural resources, industrial products, energy, food,
transportation, shelter, and effective waste management while conserving and protecting environmental quality and the natural
resource base essential for future development.”
Sustainable engineering: Meeting human needs for natural resources, industrial products, energy, food, transportation, shelter, and
effective waste management while conserving and protecting environmental quality and the natural resource base essential for
future development.
Anderson/Fridley
USE OF BLOOM’S TAXONOMY FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
Handout #11
Page 1 of 1
Level of cognitive achievement
Outcome
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Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
MATERIALS
TEAMWORK
Team – interdisciplinary: Consists of members from within the civil engineering sub-discipline; e.g., structural engineer working
with a geotechnical engineer.
Team – multidisciplinary: Composed of members from different professions; e.g., a civil engineer working with an economist.
Multidisciplinary also includes a team consisting of members from different engineering sub-disciplines (sometimes referred to as a
cross-disciplinary team.)
Anderson/Fridley
USE OF BLOOM’S TAXONOMY FOR OUTCOMES
BEST ASSESSMENT PROCESSES IX
Handout #12
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