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Using Bloom 3

To meet Quality Matters standards, courses must have measurable learning objectives and align assessments with these objectives. Course-level objectives are broad and not directly assessed; instead, mastery is demonstrated through specific lesson-level outcomes. Effective course design requires ensuring that lesson-level assessments confirm mastery of the overarching course-level objectives.

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40 views1 page

Using Bloom 3

To meet Quality Matters standards, courses must have measurable learning objectives and align assessments with these objectives. Course-level objectives are broad and not directly assessed; instead, mastery is demonstrated through specific lesson-level outcomes. Effective course design requires ensuring that lesson-level assessments confirm mastery of the overarching course-level objectives.

Uploaded by

yugesh.us
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

How Bloom’s works with Quality Matters

For a course to meet the Quality Matters standards, it must have


measurable learning objectives. Using a verb table like the one above will
help you avoid verbs that cannot be quantified, like: understand, learn,
appreciate, or enjoy. Quality Matters also requires that your course
assessments (activities, projects, and exams) align with your learning
objectives. For example, if your learning objective has an application-
level verb, such as “present,” then you cannot demonstrate that your
students have mastered that learning objective by simply having a
multiple-choice quiz.

Course-level and lesson-level objectives

The biggest difference between course and lesson-level objectives is that


we don’t directly assess course-level objectives. Course-level objectives
are just too broad. Instead, we use several lesson-level outcomes to
demonstrate mastery of one course-level outcome. To create good
course-level objectives, we need to ask ourselves: “What do I want the
students to have mastery of at the end of the course?” Then, after we
finalize our course-level outcomes, we have to make sure that mastery of
all of the lesson-level outcomes underneath confirms that a student has
mastery of the course-level outcome–in other words, if your students can
prove (through assessment) that they can do every one of the lesson level
outcomes in that section, then you as an instructor agree they have
mastery of the course level outcome.

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