Standard 2 Alignment and Bloom's Taxonomy
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The document discusses Standard 2 and alignment in relation to Bloom's Taxonomy. It explains that Standard 2 is the basis for alignment and the measurable objectives must align with assessments. Bloom's Taxonomy shows a progression from simple to complex skills, and assessments should match the complexity level of objectives. An example compares an aligned assessment that is at the same cognitive level as the objective, versus a non-aligned assessment that is at a higher cognitive level.
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Standard 2 Alignment and Bloom's Taxonomy
- 1. Standard 2, Alignment & Bloom’s Taxonomy
- 2. Overview Standard 2 and Alignment • Standard 2 is basis for alignment • The other four alignment standards all circle back to the measurable objectives. • Bloom’s Taxonomy is a critical piece of determining alignment.
- 3. Creating Evaluating Simple to Complex Analyzing Applying Understanding Remembering Revised Bloom’s Taxonomy Simple knowledge must be attained before complex tasks may be accomplished using basic knowledge. Bloom’s Taxonomy reflects this concept of the most simple to the most complex.
- 4. Bloom’s Taxonomy & Alignment Example: • Objective: Distinguish the characters in Shakespeare’s Romeo and Juliet according to their Montague and Capulet households. • Aligned Assessment: Make a table with columns representing characters from the Montague household, the Capulet household, and unaffiliated families. Place all the characters from Romeo and Juliet in the appropriate column. • Assessment That is NOT Aligned: Write a 800 word analysis of the familial relationships in Romeo and Juliet. Include the characters’ affiliated households.
- 5. Bloom’s Taxonomy & Alignment Example: • Objective: Distinguish the characters in Shakespeare’s Romeo Understanding and Juliet according to their Montague and Capulet households. • Aligned Assessment: Make a table with columns representing characters from the Montague household, the Capulet household, and unaffiliated families. Place all the characters from Romeo and Juliet in the appropriate column. • Assessment That is NOT Aligned: Write a 800 word analysis of the familial relationships in Romeo and Juliet. Include the characters’ affiliated households.
- 6. Bloom’s Taxonomy & Alignment Example: • Objective: Distinguish the characters in Shakespeare’s Romeo Understanding and Juliet according to their Montague and Capulet households. • Aligned Assessment: Make a table with columns representing characters from the Montague household, the Understanding Capulet household, and unaffiliated families. Place all the characters from Romeo and Juliet in the appropriate column. • Assessment That is NOT Aligned: Write a 800 word analysis of the familial relationships in Romeo and Juliet. Include the characters’ affiliated households.
- 7. Bloom’s Taxonomy & Alignment Example: • Objective: Distinguish the characters in Shakespeare’s Romeo Understanding and Juliet according to their Montague and Capulet households. • Aligned Assessment: Make a table with columns representing characters from the Montague household, the Understanding Capulet household, and unaffiliated families. Place all the characters from Romeo and Juliet in the appropriate column. • Assessment That is NOT Aligned: Write a 800 word analysis Analyzing of the familial relationships in Romeo and Juliet. Include the characters’ affiliated households.
- 8. Standard 2.1 & Standard 2.2 Standard 2.1: Course First, they must be: learning objectives describe 1. Measurable outcomes that are measurable. Standard 2.2: The module/unit learning 2. Internally consistent objectives describe outcomes that are measurable and consistent with the course-level objectives.
- 9. Standard 2.1 & Standard 2.2 Standard 2.1: Course First, they must be: learning objectives describe 1. Measurable outcomes that are measurable. “Objectives describe student performance in specific, Standard 2.2: The observable terms.” module/unit learning 2. Internally consistent objectives describe outcomes that are “The module/unit objectives measurable and consistent are consistent with the course with the course-level objectives, either implicitly or objectives. explicitly. “
- 10. Standard 2.1 & Standard 2.2 Standard 2.1: Course First, they must be: learning objectives describe 1. Measurable outcomes that are the course objectives (which must be The “level” of measurable), must be AT or ABOVE the level ofstudent measurable. “Objectives describe the module/unit performance in specific, objectives. Standard 2.2: The observable terms.” module/unit learning 2. Internally consistent The module/unit objectives must be the same or lower objectives describe These are intended to scaffold the level objectives. “The module/unit objectives outcomes thatsuccessful achievement of the more complex are learner up to are consistent with the course measurable and consistent objectives. course objectives, either implicitly or with the course-level objectives. explicitly. “
- 11. Rule of Thumb with Standard 2.2 Module/unit level objectives can never be more complex than the course level objectives that they relate to. Most of the time module/unit level objectives will be lower level than the course objective(s) they relate to.
- 12. Another Example of Alignment Objectives from Intro Task: Read the website resources on what makes up a to Business persuasive presentation. Communication. Assignment: Take the self-check quiz on the components of persuasive presentations. Course : Create and Task: View the Microsoft tutorials on how to create a PPT deliver a persuasive presentation. presentation. Assignment: Create a PPT presentation as a persuasive presentation. Post it to the Discussion Forum. Comment Module constructively on at least 3 other students’ postings, 1. Recognize the providing feedback on whether their presentations components of a contained the components of a persuasive presentation. persuasive presentation. Next Module We Will Be: Presenting those persuasive 2. Create a PPT presentations in synchronous Adobe Connect sessions – so presentation. be sure to devote enough time and prepare this week!
- 13. Another Example of Alignment Objectives from Intro Task: Read the website resources on what makes up a to Business persuasive presentation. Communication. Assignment: Take the self-check quiz on the components of persuasive presentations. Course : Create and Task: View the Microsoft tutorials on how to create a PPT deliver a persuasive presentation. Creating presentation. Assignment: Create a PPT presentation as a persuasive presentation. Post it to the Discussion Forum. Comment Module constructively on at least 3 other students’ postings, 1. Recognize the providing feedback on whether their presentations components of a Remembering persuasive contained the components of a persuasive presentation. presentation. Next Module We Will Be: Presenting those persuasive 2. Create a PPT presentations in synchronous Adobe Connect sessions – so presentation. be sure to devote enough time and prepare this week! Creating
- 14. Standard 2, Alignment & Bloom’s Taxonomy Please close this window to return to your workshop in Moodle.
Editor's Notes
- Standard 2, Alignment, and Bloom’s Taxonomy
- Standard 2 has a special relationship with Alignment. It is the groundwork on which the rest of the critical components of alignment are laid. The measurable objectives – both at the course and module/unit level – form the starting point from which the instructor creates assessments, instructional materials, and activities for learner engagement. It even guides the choices for appropriate course technology. Bloom’s taxonomy is a critical tool for guiding the application of those standards, and it is necessary to understand the relationship of Bloom’s Taxonomy to Standard 2 and alignment.
- Here are some basics of Bloom’s Taxonomy. Bloom’s Taxonomy starts with Remembering being the most basic level of knowledge, then Understanding, then Applying, Analyzing, Evaluating, and finally Creating.
- Why is this important for Alignment? The “level” of the objective must correspond directly to the “level” of the assessment, instructional materials, student engagement, and appropriate use of course technology. Let’s look at one example.Here: the objective is to distinguish the characters in Shakespeare’s Romeo and Juliet according to their Montague and Capulet households. An aligned assessment would be to make a table with columns representing characters from the Montague household, the Capulet household, and unaffiliated families. Place all the characters from Romeo and Juliet in the appropriate column. An assessment that is not aligned would be to write a 800 word analysis of the familial relationships in Romeo and Juliet. Include the characters’ affiliated households.
- The aligned assessment is appropriate because it is at the same “level” of Bloom’s Taxonomy as the objective. The verb used in this objective is “Distinguish.” That is at the level of “Understanding” in Bloom’s Taxonomy, which is the second level – a fairly simple level of knowledge.
- The aligned assessment is also at this level – making a table and listing characters is one kind of “grouping or ordering” assessments, which directly address this level.
- The example of the assessment that is NOT aligned demonstrates a much higher level of complexity in Bloom’s Taxonomy. An analysis of the familiar relationships would be at the Analyzing level of Bloom’s Taxonomy. This is MORE advanced than the objective. The objective and assessment are therefore NOT aligned.
- Standards 2.1 and 2.2 have a special relationship with alignment. They are the measuring stick against which all the other components of alignment are evaluated. They must first be measurable and internally consistent.
- Measurable indicates that the objectives describe student performance in specific, observable terms. This is taken from the annotation for Standard 2.1.Internally consistent refers to the annotation from Standard 2.2, which states that the module/unit objectives are consistent with the course objectives, either implicitly or explicitly.
- In practice, this means that the “level” of the course objectives (which must be measurable), must be AT or ABOVE the level of the module/unit objectives.The module/unit objectives must be the same or lower level objectives. These are intended to scaffold the learner up to successful achievement of the more complex course objectives.
- A good rule of thumb to follow regarding Standard 2.2 is that module/unit level objectives can never be more complex than the course level objectives that they relate to. Most of the time module/unit level objectives will be lower level than the course objective(s) they relate to.
- Let’s look at another example that illustrates the importance of Standard 2 in the context of alignment. In this example, we have an Introduction to Business Communication course. The course level objective is to “Create and deliver a persuasive presentation.” We also see two module-level objectives “Recognize the components of a persuasive presentation, and create a PPT presentation. We see the following tasks and assignments: Read the website resources on what makes up a persuasive presentation, take the self-check quiz on the components of persuasive presentations, view the Microsoft tutorials on how to create a PPT presentation. We also have an assignment to create a PPT presentation as a persuasive presentation. Post it to the Discussion Forum. Comment constructively on at least 3 other students’ postings, providing feedback on whether their presentations contained the components of a persuasive presentation. There is also some guidance for students that in the next module they will be presenting those persuasive presentations in synchronous Adobe Connect sessions.
- So, let’s look at those objectives. The course level objective is at the “Creating” level. The first module-level objective uses the verb “recognize” – at the most basic “Remembering” level. The second module-level objective also deals with the “Creating” level, but is specific to one component part of the overall course objective. Now we can look at how each of the assignments and activities tie back to those objectives. They are all appropriate for the objective that they tie to, and they scaffold the learner by preparing the learner for success in the larger presentation.
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