INDUCTION FOR PART TIME LECTURERS (15)

THEME EIGHT:BLOOM’S CLASSIFICATION OF LEARNING GOALS AND OBJECTIVES (READ OUTCOMES)

Introduction

In order to understand the very beginning of goal orientated education by objectives, it is necessary to go back in the literature to the founder and creator of this paradigm in Higher Education, namely the notorious work of Professor Bloom in the United States of America. Although he formulated his ideas in the 1950’s, it is still very relevant in modern terms. It also guides the lecturer and student in Higher Education methodology into the world of Outcomes Based Education(OBE).

1. THE COGNITIVE CATEGORY (intellectual outcomes)

1.1 Level 1: Knowledge (Discover, remember and interpretation level)

1.1.1 The student must be able to discover, develop and extract
information:

Examples:

 Be able to read and give essence to reading matter;

 be able to find sources in catalogues, bibliographies, indices and data bases;

 be able to extract information from sources of origin and

 be able to identify terminology, definitions, statements, viewpoints and theories from subject sources.

1.1.2 The student must be able to recall knowledge to integrate it with new knowledge:

Examples:

 Be able to recall basic concepts and terminology;

 be able to recall different viewpoints of theories on the subject;

 be able to recall classifications and categories of subject knowledge;

 be able to recall criteria upon which facts and principles of the subject have been tested and

 be able to recall formulae and basic calculation methods.

1.1.3 The student must be able to communicate knowledge:

Examples:

 Be able to communicate in writing by using the correct terminology, definitions, viewpoints, theories on the subject;

 be able to express subject knowledge in writing in a logical, systematic, clear and efficient manner and

 be able to express subject knowledge verbally in a logical and systematic manner.

(Action words Examples): Define, describe, paraphrase, search, consult, identify, write down, state, explain, name, entitle, list, present, give, indicate, exhibit, recognize, sketch, present an overview of, illustrate, draw, complete).




1.2 Level 2: (Level of Comprehension)

1.2.1 The student must be able to interpret course matter, explain it and summarise in his/her own words.

1.2.2 The student must be able to recognize course matter and identify problems.

1.2.3 The student must be able to explain causes and results, and be able to interpret problems within the context.

(Action words Examples): interpret, explain in one’s own words, identify, elucidate, prove, paraphrase, reformulate, elaborate illustrate by the use of ….., construe, deduce, extrapolate, estimate, predict, interpolate, manipulate, translate, reason, sum up, recapitulate).

1.3 Level 3: Application (Level of Application).

1.3.1 The student must be able to solve problem situations by the application of acquired knowledge, insight and skills.

1.3.2 The student must be able to apply knowledge and skills by means of courses, research, being able to identify utilisation possibilities, calculations, demonstrations and conclusions.

(Action words Examples): Provide solutions, design, examine, identify, calculate, demonstrate, inference, drawing conclusions about, determine, qualify, predict, estimate, prove, assimilate, indicate how would one apply this in practice, utilise, generalise, prepare, classify?).

1.4 Level 4: Analysis (Analysis Level)
1.4.1 The student must be able to analyse an idea/argument/theory in its components so that the underlying relations between these components can be exposed.
1.4.2 The student must be able to generate criteria for the analysis of a determined problem.

1.4.3 The student must be able to differentiate between relevant information which can result in the solution to a certain problem.
(Action words Examples): Analyse, generate, discover, distinguish, differentiate, discriminate, choose, compare, formulate, indicate differences/similarities, contrast, examine, arrange, match).

1.5 Level 5: Sythesis (Integration Level)

1.5.1 The student must be able to integrate the departments or sections of a construct to a meaningful entirety.
1.5.2 The student must be able to combine existing elements into a new entirety (construct).

1.5.3 The student must be able to integrate knowledge, concept and application to form creative and imaginative solutions.

1.5.4 The student must be able to plan strategically.

(Action words Examples): integrate, provide solutions to, plan, provide a complete vision of, design, draw up a plan of action, create, develop, produce, combine, diagnose, advise, recommend, propose, compose, indicate the relation of, bring into context with)

1.6 Level 6: Evaluation (Level of Assessment)

1.6.1 The student must be able to assess/place a value on (with the lower levels of knowledge as a basis).

1.6.2 To quantitatively and/or qualitatively decided on.

1.6.3 To make use of criteria/constructs/principles in assessments.

(Action words Examples): Evaluate, appraise, criticise, comment on, judge, decide, make a recommendation, return a verdict, indicate choices, take a stand on, select, assess, justify, motivate)

2. THE AFFECTIVE CATEGORY (emotional/efficiency goals)

2.1 Level 1: Dependence

2.1.1 The student must be prepared/ready to learn.

2.1.2 The student must be prepared/ready to pay attention to critical outcomes.

2.2 Level 2: Reaction/Sympathy

2.2.1 The student must be interested in her/his course.

2.2.2 The student must react to scientific problems.

2.3 Level 3: Appreciation

2.3.1 The student must accept the value of what is being taught.

2.3.2 The student must have a positive attitude towards her/his course.

2.4 Level 4: Composition/organizations

2.4.1 The student must be able to judge the merits of cases, viewpoints and ideas in relation to her/his viewpoint.

2.5 Level 5: Fixation

2.5.1 The student must build up an innate system of values which could enable her/him to effectively fixate in a complex world and effectively act accordingly.

2.5.2 The student must continue to strive for:

 An independent outlook on life and the world.

 The preservation of professional ethics.

 A scientific predisposition.

 Independence in decision making and the taking up of a standpoint.

2.5.3 The psycho-motor category (capability objectives)

The ability of a student to demonstrate skills in, for example, discussions, operations, manipulations, effective communication, interpersonal skills, skills in conducting interviews, computer literacy. Various levels of skills are applicable at different levels.

4.Conclusion

In historical educational terms, the work of Bloom provides a foundation for the first time part time lecturer who has never been exposed to teaching higher education students. It is essential that the academic practitioner se the integration of learning skills development of the learner and the objectives or outcomes, namely the end goal or career paths of the respective students to achieve their life’s ambition. Eventually, especially in university of technology training, the student must end up in a job. Job placement already commences during the student’s academic career at the CUT when he or she is placed in the work place for experiential learning or co-operative education. The student must be educated to see how to implement his theoretical education into practice.