How Challenging? Using Bloom's Taxonomy To Assess Learning Objectives In A Degree Completion Program

Abstract

This paper describes the analysis of learning objectives in Philosophy classes in an adult learner degree completion program. The goal of the research was to determine if the level of cognitive challenge in the learning objectives was consistent with the course level. Using Blooms Taxonomy as the criteria, learning objectives were subjected to content analysis (Bloom et al., 1956). Unexpectedly Understanding, a lower level cognitive skill, was the most emphasized of the cognitive skills. Given the nature of the students as adult learners one might have reasonably expected Application, also a lower level skill, to be most emphasized. Analysis, an upper level cognitive skill was next most emphasized. However, Synthesis, which is an upper level skill, was least emphasized. As a result of the study, the school conducted faculty training sessions emphasizing the importance of developing higher level cognitive skills in students by offering appropriate cognitive challenges in the learning objectives and in the course content and assessment associated with those objectives. A follow-up study is scheduled for Fall 2005.