{"id":121,"date":"2022-12-21T21:06:22","date_gmt":"2022-12-22T02:06:22","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/clone2\/?post_type=chapter&#038;p=121"},"modified":"2024-03-20T14:50:06","modified_gmt":"2024-03-20T18:50:06","slug":"levels-of-learning","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/course-design\/chapter\/levels-of-learning\/","title":{"raw":"Levels of learning","rendered":"Levels of learning"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">In brief<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nLearning outcomes identify the level or depth of learning you expect from your students, and what they will be able to do with their learning:\r\n<ul>\r\n \t<li>A learning taxonomy can help you identify the level of cognitive learning you are targeting, from foundational knowledge, like memorizing, to higher-order thinking, like analyzing.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2><a id=\"about-blooms-taxonomy\"><\/a>About Bloom's taxonomy<\/h2>\r\nBenjamin Bloom (1956) and colleagues developed the most widely used learning taxonomy of educational objectives. Initially published in 1956, it was revised by Anderson et al. (2001).\r\n\r\nThe taxonomy classifies learning into six main categories: essential, factual learning at the base or foundation and higher-order skills and abilities at the top. The verbs at each level reflect the learner's cognitive processes when working with knowledge. These skills and abilities build from simple to complex.\r\n\r\n<strong>Bloom\u2019s taxonomy of the cognitive domain<\/strong> is commonly represented in a pyramid, with associated observable and measurable verbs for each level of knowledge.\r\n\r\n&nbsp;\r\n\r\n[caption id=\"attachment_288\" align=\"aligncenter\" width=\"600\"]<img class=\"wp-image-288\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/bloom-taxonomy.jpeg\" alt=\"Bloom's taxonomy consists of a pyramid that contains 6 levels of learning. From bottom of the pyramid to the top, these are: remember, understand, apply, analyze, evaluate and create.\" width=\"600\" height=\"445\" \/> Bloom's Revised Taxonomy (Anderson et al., 2001)[\/caption]\r\n\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>Key takeaways<\/strong>\r\n\r\nYou can clarify your course learning expectations by selecting the verb that best describes the depth of learning students need to reach.\r\n\r\n<\/div>\r\n<h2><a id=\"applying-blooms-taxonomy-to-your-learning-outcomes\"><\/a>Applying Bloom\u2019s taxonomy to your learning outcomes<\/h2>\r\nThe table below identifies verbs that articulate measurable ways to observe your learning outcomes. Note that this table is not a comprehensive list of verbs.\r\n<table class=\"lines\" style=\"border-collapse: collapse;width: 100%;height: 693px\" border=\"0\">\r\n<tbody>\r\n<tr class=\"shaded\" style=\"height: 59px\">\r\n<td style=\"width: 20%;height: 59px\"><strong>Level of learning<\/strong><\/td>\r\n<td style=\"width: 30%;height: 59px\"><strong>What is expected<\/strong><\/td>\r\n<td style=\"font-weight: 400;width: 50%;height: 59px\"><strong>Verbs that describe observable &amp; measurable learning<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 95px\">\r\n<td style=\"width: 20%;height: 95px\"><strong>Remember<\/strong><\/td>\r\n<td style=\"font-weight: 400;width: 30%;height: 95px\">Students can recall basic facts, concepts or theories<\/td>\r\n<td style=\"font-weight: 400;width: 50%;height: 95px\">describe, define, label, list, arrange, name, memorize, reproduce, quote, state, select, identify<\/td>\r\n<\/tr>\r\n<tr style=\"height: 79px\">\r\n<td style=\"width: 20%;height: 79px\"><strong>Understand<\/strong><\/td>\r\n<td style=\"font-weight: 400;width: 30%;height: 79px\">Students can explain ideas or concepts.<\/td>\r\n<td style=\"font-weight: 400;width: 50%;height: 79px\">discuss, explain, identify, describe, summarize, compare, locate, reiterate ideas and theories, illustrate<\/td>\r\n<\/tr>\r\n<tr style=\"height: 115px\">\r\n<td style=\"width: 20%;height: 115px\"><strong>Apply<\/strong><\/td>\r\n<td style=\"font-weight: 400;width: 30%;height: 115px\">Students can use knowledge, theories or concepts in new situations.<\/td>\r\n<td style=\"font-weight: 400;width: 50%;height: 115px\">apply, demonstrate, use, construct, solve, respond, complete, practice, conduct, perform, employ, dramatize<\/td>\r\n<\/tr>\r\n<tr style=\"height: 115px\">\r\n<td style=\"width: 20%;height: 115px\"><strong>Analyze<\/strong><\/td>\r\n<td style=\"font-weight: 400;width: 30%;height: 115px\">Students can make connections between ideas, theories or concepts.<\/td>\r\n<td style=\"font-weight: 400;width: 50%;height: 115px\">classify, review, exemplify, distinguish, categorize, test, experiment, quantify, critique, debate, differentiate, measure, relate, extrapolate, theorize<\/td>\r\n<\/tr>\r\n<tr style=\"height: 115px\">\r\n<td style=\"width: 20%;height: 115px\"><strong>Evaluate<\/strong><\/td>\r\n<td style=\"font-weight: 400;width: 30%;height: 115px\">Students can judge or assess ideas, theories or concepts according to criteria.<\/td>\r\n<td style=\"font-weight: 400;width: 50%;height: 115px\">assess, critique, choose, appraise, compare, conclude, review, defend, rate, measure, justify, judge<\/td>\r\n<\/tr>\r\n<tr style=\"height: 115px\">\r\n<td style=\"width: 20%;height: 115px\"><strong>Create<\/strong><\/td>\r\n<td style=\"font-weight: 400;width: 30%;height: 115px\">Students can integrate knowledge, theories or concepts to create a new understanding.<\/td>\r\n<td style=\"font-weight: 400;width: 50%;height: 115px\">develop, plan, design, formulate, establish, integrate, modify, compose, construct, devise, build, propose<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nIt is also important to note that the assessment methods you use in your course should match the level of learning articulated in your learning outcomes as verbs can be representative of learning at more than one level, depending on the context.\r\n<div class=\"textbox shaded\">\r\n\r\n<strong>Compare:<\/strong>\r\n<p style=\"padding-left: 40px\"><strong>Describe<\/strong> the responsibilities of students during their internship.<\/p>\r\n<strong>With:<\/strong>\r\n<p style=\"padding-left: 40px\"><strong>Describe<\/strong> the rationale you applied to your decision-making process when faced with challenges during your internship.<\/p>\r\n\r\n<\/div>\r\n<h2><a id=\"Levels-of-learning-in-different-domains\"><\/a>Levels of learning in different learning domains<\/h2>\r\nBiggs &amp; Collis's SOLO Taxonomy (2014), Dee Fink\u2019s Taxonomy of Significant Learning (2013) and David Krathwohl et al.'s Affective Domain Taxonomy (1954) are among some of the other learning taxonomies that are widely ascribed to across higher education. Regardless of which taxonomy you subscribe to, what\u2019s most important is to identify the level of learning you want students to reach and this should be clearly articulated in your learning outcome.\r\n\r\n<img class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/iceberg-learning-infographic.jpeg\" alt=\"Infographic showing a list of action verbs in different learning levels. A word doc with alt text is available for this image.\" width=\"782\" height=\"966\" \/>\r\n<p style=\"text-align: center\"><a href=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/levels-of-learning-alt-text-1.docx\">Download the full descriptive alt text for the above infographic<\/a><\/p>\r\n\r\n<div class=\"textbox shaded\"><strong>The next section will<\/strong> discuss the difference between course-level and supporting outcomes.<\/div>\r\n\r\n<hr \/>\r\n\r\n<h2>Resources<\/h2>\r\n<ul>\r\n \t<li>For more information, see this <a href=\"http:\/\/www.ucd.ie\/t4cms\/taxonomies3.pdf\">Guide to Taxonomies of Learning Outcomes<\/a>.<\/li>\r\n \t<li>For learning outcomes that focus on attitudes, motivation, values, etc. <a href=\"https:\/\/warwick.ac.uk\/fac\/soc\/ces\/news\/mathematicsresilience\/proceedings\/bloomaffect_taxonomy.pdf\">Krathwohl, Bloom, &amp; Masia\u2019s five categories in the Affective Domain<\/a> can be used to write learning outcomes.<\/li>\r\n \t<li>For discipline areas that target procedural learning, techniques in task performance, precision, etc. <a href=\"http:\/\/www.humber.ca\/centreforteachingandlearning\/assets\/files\/Teaching%20Resources\/Psychomotor%20Domain.pdf\">Simpson\u2019s seven categories in the Psychomotor Domain<\/a> could also help guide the learning outcomes.<\/li>\r\n<\/ul>\r\n<h3>References<\/h3>\r\n<p class=\"hanging-indent\">Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., &amp; Wittrock, M. C. (2001). <em>A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom\u2019s Taxonomy of Educational Objectives<\/em>. New York: Longman.<\/p>\r\n<p class=\"hanging-indent\">Biggs, J. B., &amp; Collis, K. F. (2014).\u00a0<i>Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome)<\/i>. Academic Press.<\/p>\r\n<p class=\"hanging-indent\">Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals.\u00a0<i>Cognitive domain<\/i>.<\/p>\r\n<p class=\"hanging-indent\">Fink, L. D. (2013).\u00a0<i>Creating significant learning experiences: an integrated approach to designing college courses<\/i>\u00a0(Rev. and updated, Ser. Jossey-bass higher and adult education series). Jossey-Bass.<\/p>\r\n<p class=\"hanging-indent\">Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview.\u00a0<i>Theory into practice<\/i>,\u00a0<i>41<\/i>(4), 212-218. <a href=\"https:\/\/doi.org\/10.1207\/s15430421tip4104_2\">https:\/\/doi.org\/10.1207\/s15430421tip4104_2<\/a><\/p>\r\n<p class=\"hanging-indent\">Krathwohl, D. R., Bloom, B., &amp; Masia, B. (1956). <em>Taxonomy of educational objectives. Handbook II: Affective domain.<\/em> New York: David McKay.<\/p>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">In brief<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Learning outcomes identify the level or depth of learning you expect from your students, and what they will be able to do with their learning:<\/p>\n<ul>\n<li>A learning taxonomy can help you identify the level of cognitive learning you are targeting, from foundational knowledge, like memorizing, to higher-order thinking, like analyzing.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2><a id=\"about-blooms-taxonomy\"><\/a>About Bloom&#8217;s taxonomy<\/h2>\n<p>Benjamin Bloom (1956) and colleagues developed the most widely used learning taxonomy of educational objectives. Initially published in 1956, it was revised by Anderson et al. (2001).<\/p>\n<p>The taxonomy classifies learning into six main categories: essential, factual learning at the base or foundation and higher-order skills and abilities at the top. The verbs at each level reflect the learner&#8217;s cognitive processes when working with knowledge. These skills and abilities build from simple to complex.<\/p>\n<p><strong>Bloom\u2019s taxonomy of the cognitive domain<\/strong> is commonly represented in a pyramid, with associated observable and measurable verbs for each level of knowledge.<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_288\" aria-describedby=\"caption-attachment-288\" style=\"width: 600px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-288\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/bloom-taxonomy.jpeg\" alt=\"Bloom's taxonomy consists of a pyramid that contains 6 levels of learning. From bottom of the pyramid to the top, these are: remember, understand, apply, analyze, evaluate and create.\" width=\"600\" height=\"445\" \/><figcaption id=\"caption-attachment-288\" class=\"wp-caption-text\">Bloom&#8217;s Revised Taxonomy (Anderson et al., 2001)<\/figcaption><\/figure>\n<div class=\"textbox shaded\">\n<p><strong>Key takeaways<\/strong><\/p>\n<p>You can clarify your course learning expectations by selecting the verb that best describes the depth of learning students need to reach.<\/p>\n<\/div>\n<h2><a id=\"applying-blooms-taxonomy-to-your-learning-outcomes\"><\/a>Applying Bloom\u2019s taxonomy to your learning outcomes<\/h2>\n<p>The table below identifies verbs that articulate measurable ways to observe your learning outcomes. Note that this table is not a comprehensive list of verbs.<\/p>\n<table class=\"lines\" style=\"border-collapse: collapse;width: 100%;height: 693px\">\n<tbody>\n<tr class=\"shaded\" style=\"height: 59px\">\n<td style=\"width: 20%;height: 59px\"><strong>Level of learning<\/strong><\/td>\n<td style=\"width: 30%;height: 59px\"><strong>What is expected<\/strong><\/td>\n<td style=\"font-weight: 400;width: 50%;height: 59px\"><strong>Verbs that describe observable &amp; measurable learning<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 95px\">\n<td style=\"width: 20%;height: 95px\"><strong>Remember<\/strong><\/td>\n<td style=\"font-weight: 400;width: 30%;height: 95px\">Students can recall basic facts, concepts or theories<\/td>\n<td style=\"font-weight: 400;width: 50%;height: 95px\">describe, define, label, list, arrange, name, memorize, reproduce, quote, state, select, identify<\/td>\n<\/tr>\n<tr style=\"height: 79px\">\n<td style=\"width: 20%;height: 79px\"><strong>Understand<\/strong><\/td>\n<td style=\"font-weight: 400;width: 30%;height: 79px\">Students can explain ideas or concepts.<\/td>\n<td style=\"font-weight: 400;width: 50%;height: 79px\">discuss, explain, identify, describe, summarize, compare, locate, reiterate ideas and theories, illustrate<\/td>\n<\/tr>\n<tr style=\"height: 115px\">\n<td style=\"width: 20%;height: 115px\"><strong>Apply<\/strong><\/td>\n<td style=\"font-weight: 400;width: 30%;height: 115px\">Students can use knowledge, theories or concepts in new situations.<\/td>\n<td style=\"font-weight: 400;width: 50%;height: 115px\">apply, demonstrate, use, construct, solve, respond, complete, practice, conduct, perform, employ, dramatize<\/td>\n<\/tr>\n<tr style=\"height: 115px\">\n<td style=\"width: 20%;height: 115px\"><strong>Analyze<\/strong><\/td>\n<td style=\"font-weight: 400;width: 30%;height: 115px\">Students can make connections between ideas, theories or concepts.<\/td>\n<td style=\"font-weight: 400;width: 50%;height: 115px\">classify, review, exemplify, distinguish, categorize, test, experiment, quantify, critique, debate, differentiate, measure, relate, extrapolate, theorize<\/td>\n<\/tr>\n<tr style=\"height: 115px\">\n<td style=\"width: 20%;height: 115px\"><strong>Evaluate<\/strong><\/td>\n<td style=\"font-weight: 400;width: 30%;height: 115px\">Students can judge or assess ideas, theories or concepts according to criteria.<\/td>\n<td style=\"font-weight: 400;width: 50%;height: 115px\">assess, critique, choose, appraise, compare, conclude, review, defend, rate, measure, justify, judge<\/td>\n<\/tr>\n<tr style=\"height: 115px\">\n<td style=\"width: 20%;height: 115px\"><strong>Create<\/strong><\/td>\n<td style=\"font-weight: 400;width: 30%;height: 115px\">Students can integrate knowledge, theories or concepts to create a new understanding.<\/td>\n<td style=\"font-weight: 400;width: 50%;height: 115px\">develop, plan, design, formulate, establish, integrate, modify, compose, construct, devise, build, propose<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>It is also important to note that the assessment methods you use in your course should match the level of learning articulated in your learning outcomes as verbs can be representative of learning at more than one level, depending on the context.<\/p>\n<div class=\"textbox shaded\">\n<p><strong>Compare:<\/strong><\/p>\n<p style=\"padding-left: 40px\"><strong>Describe<\/strong> the responsibilities of students during their internship.<\/p>\n<p><strong>With:<\/strong><\/p>\n<p style=\"padding-left: 40px\"><strong>Describe<\/strong> the rationale you applied to your decision-making process when faced with challenges during your internship.<\/p>\n<\/div>\n<h2><a id=\"Levels-of-learning-in-different-domains\"><\/a>Levels of learning in different learning domains<\/h2>\n<p>Biggs &amp; Collis&#8217;s SOLO Taxonomy (2014), Dee Fink\u2019s Taxonomy of Significant Learning (2013) and David Krathwohl et al.&#8217;s Affective Domain Taxonomy (1954) are among some of the other learning taxonomies that are widely ascribed to across higher education. Regardless of which taxonomy you subscribe to, what\u2019s most important is to identify the level of learning you want students to reach and this should be clearly articulated in your learning outcome.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/iceberg-learning-infographic.jpeg\" alt=\"Infographic showing a list of action verbs in different learning levels. A word doc with alt text is available for this image.\" width=\"782\" height=\"966\" \/><\/p>\n<p style=\"text-align: center\"><a href=\"http:\/\/opentextbooks.concordia.ca\/course-design\/wp-content\/uploads\/sites\/52\/2022\/12\/levels-of-learning-alt-text-1.docx\">Download the full descriptive alt text for the above infographic<\/a><\/p>\n<div class=\"textbox shaded\"><strong>The next section will<\/strong> discuss the difference between course-level and supporting outcomes.<\/div>\n<hr \/>\n<h2>Resources<\/h2>\n<ul>\n<li>For more information, see this <a href=\"http:\/\/www.ucd.ie\/t4cms\/taxonomies3.pdf\">Guide to Taxonomies of Learning Outcomes<\/a>.<\/li>\n<li>For learning outcomes that focus on attitudes, motivation, values, etc. <a href=\"https:\/\/warwick.ac.uk\/fac\/soc\/ces\/news\/mathematicsresilience\/proceedings\/bloomaffect_taxonomy.pdf\">Krathwohl, Bloom, &amp; Masia\u2019s five categories in the Affective Domain<\/a> can be used to write learning outcomes.<\/li>\n<li>For discipline areas that target procedural learning, techniques in task performance, precision, etc. <a href=\"http:\/\/www.humber.ca\/centreforteachingandlearning\/assets\/files\/Teaching%20Resources\/Psychomotor%20Domain.pdf\">Simpson\u2019s seven categories in the Psychomotor Domain<\/a> could also help guide the learning outcomes.<\/li>\n<\/ul>\n<h3>References<\/h3>\n<p class=\"hanging-indent\">Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., &amp; Wittrock, M. C. (2001). <em>A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom\u2019s Taxonomy of Educational Objectives<\/em>. New York: Longman.<\/p>\n<p class=\"hanging-indent\">Biggs, J. B., &amp; Collis, K. F. (2014).\u00a0<i>Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome)<\/i>. Academic Press.<\/p>\n<p class=\"hanging-indent\">Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals.\u00a0<i>Cognitive domain<\/i>.<\/p>\n<p class=\"hanging-indent\">Fink, L. D. (2013).\u00a0<i>Creating significant learning experiences: an integrated approach to designing college courses<\/i>\u00a0(Rev. and updated, Ser. Jossey-bass higher and adult education series). Jossey-Bass.<\/p>\n<p class=\"hanging-indent\">Krathwohl, D. R. (2002). A revision of Bloom&#8217;s taxonomy: An overview.\u00a0<i>Theory into practice<\/i>,\u00a0<i>41<\/i>(4), 212-218. <a href=\"https:\/\/doi.org\/10.1207\/s15430421tip4104_2\">https:\/\/doi.org\/10.1207\/s15430421tip4104_2<\/a><\/p>\n<p class=\"hanging-indent\">Krathwohl, D. R., Bloom, B., &amp; Masia, B. (1956). <em>Taxonomy of educational objectives. Handbook II: Affective domain.<\/em> New York: David McKay.<\/p>\n","protected":false},"author":64,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-121","chapter","type-chapter","status-publish","hentry"],"part":34,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/121","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":20,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/121\/revisions"}],"predecessor-version":[{"id":551,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/121\/revisions\/551"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/parts\/34"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapters\/121\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/media?parent=121"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/pressbooks\/v2\/chapter-type?post=121"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/contributor?post=121"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/course-design\/wp-json\/wp\/v2\/license?post=121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}