Lesson 5: Writing Appropriate Program-Level Outcomes Statements
Just as Bloom's Taxonomy of Educational Objectives provides a useful reference when writing course-level outcomes, it is also a useful tool when writing program-level outcomes. The primary difference is that program outcomes would be drawn from the "higher-order" thinking skills, the application level and higher. Following is Bloom's Taxonomy of Educational Objectives and Thinking Skills:
KNOWLEDGE - simple identification and recall of information/facts. Typical verbs: define, list, label, locate, recall.
COMPREHENSION - organization and selection of facts/ideas. Typical verbs: compare, explain, give examples, summarize.
APPLICATION - use of rules, facts, and principles. Typical verbs: apply, calculate, demonstrate, practice.
ANALYSIS - separation of a whole into component parts. Typical verbs: analyze, deduce, differentiate, distinguish, infer.
SYNTHESIS - combination of ideas to form a new whole. Typical verbs: compose, create, design, formulate, produce.
EVALUATION - development of opinions, judgments or decisions. Typical verbs: appraise, assess, criticize, evaluate, judge, support.
