copyright dr jj, aserg, uitm, shah alam 1drjj.uitm.edu.my/drjj/obe fsg...

Outcome Based Education 29/06/2010

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

6/29/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 217

http://drjj.uitm.edu.my



Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.

Area = B*W = BW Area = 2B*W/2 = BW Area = 3B*W/3 = BW

If curriculum/syllabus is like a rectangle with a constant Area, then

Take your pick.

1. Breadth: wide coverage and surface learning giving disjointed wide coverage and surface learning giving disjointed

multistructural outcomesmultistructural outcomes.

2. Depth: fewer topics and deep learning giving relational and extended fewer topics and deep learning giving relational and extended

abstract outcomesabstract outcomes.

3.3. Do you want a curriculum Do you want a curriculum ‘‘a mile wide and half an inch deepa mile wide and half an inch deep’’,,

4.4. Or do you want your students to Or do you want your students to really really understand and be able to use what understand and be able to use what

you have taught themyou have taught them?

Actually, the area of the curriculum needn’t be entirely constant. Good teaching increases Good teaching increases

the area, maintaining depththe area, maintaining depth. But there are limits, But there are limits, and there is little doubt that most and there is little doubt that most

courses in all universities contain more content than students ccourses in all universities contain more content than students can handle at little an handle at little

more than the level of acquaintancemore than the level of acquaintance –– which, it is to be hoped, is not an intended which, it is to be hoped, is not an intended

outcomeoutcome.






� to delineate boundaries, giving students a broad picture of what’s ‘there’

� to inform on a current state of play, to bring students up to date on the state of the

topic or discipline

� to stockpile knowledge, of no perceived use for the present, but likely to be needed

later

� to inform decisions that need making in the near future, as in problem-based

learning?

Is it an introductory or an advanced course?Is it an introductory or an advanced course?

In first year, higher order thinking may be too high even for the “A” student. The answer

also varies according to why students are enrolled in a common first year subject.

PHY430, for example, might contain students enrolled in firstPHY430, for example, might contain students enrolled in first--year physics and year physics and

students enrolled in technology programs. The students enrolled in technology programs. The CLOsCLOs, the required levels of , the required levels of

understanding and the assessment tasks should be different for eunderstanding and the assessment tasks should be different for each groupach group.

Next, it is necessary to ask why you are teaching this particular topicask why you are teaching this particular topic:




Is it an introductory or an advanced course?Is it an introductory or an advanced course?

Each of these purposes implies a different level and kind of understanding; each can

be nominated by identifying the appropriate outcome action verbs.

One way of addressing the importance of a topic is to spend more or less time on it.

A better way is that important topics should be understood at higher level than important topics should be understood at higher level than

less important topics. An important topic might be understood soless important topics. An important topic might be understood so that that

students can use it or solve problems with it; a less important students can use it or solve problems with it; a less important topic, just that topic, just that

for it to be recognizedfor it to be recognized. We can signal importance by choosing a verb at the signal importance by choosing a verb at the

appropriate level of understanding for each topicappropriate level of understanding for each topic





Knowledge, as the object of understanding at whatever level, comes in two

main kinds. DeclarativeDeclarative, or propositional, knowledge, or propositional, knowledge refers to knowing aboutknowing about

things, or things, or ‘‘knowingknowing--whatwhat’’::

�knowing what the terms of an equation refer to

�knowing what kinds of cloud formation can be distinguished

�knowing what were the important events in Shakespeare’s life.

Such content knowledge accrues from research, not from personal experience. It is

public knowledge, subject to rules of evidence that make it verifiable, replicable and

logically consistent. It is what is in libraries and textbooks and is what teachers

‘declare’ in lectures. Students’ understanding of it can be tested by getting them to

declare it back, in their own words and using their own examples. Such knowledge

is basic to applications and

creations, but is separate from them.

Kinds of knowledge: Declarative & FunctionalKinds of knowledge: Declarative & Functional




Functioning Functioning knowledge is based on the idea of performances of variousknowledge is based on the idea of performances of various

kinds underpinned by understandingkinds underpinned by understanding. This knowledge is within the experience. This knowledge is within the experience

of the learner, who can now of the learner, who can now put declarative knowledge to work by solving put declarative knowledge to work by solving

problems, designing buildings, planning teaching or performing sproblems, designing buildings, planning teaching or performing surgeryurgery. .

Functioning knowledge requires a solid foundation of declarativeFunctioning knowledge requires a solid foundation of declarative knowledgeknowledge.

These distinctions tell us what our curricula might address. Curricula in many Curricula in many

universities are overwhelmingly declarative with teaching methoduniversities are overwhelmingly declarative with teaching methods s

correspondingly expositorycorrespondingly expository. One study from the University of Texas found that

university teachers spent 88% of their teaching time in lecturing students (cited by

Bok 2006), yet students are supposed to be educated so that they can interact

thoughtfully with professional problems; to use functioning knowledge, in other

words. Unfortunately, often it is only the foundation declarative knowledge that is

taught, leaving it to the students when they graduate to put it to work.

Kinds of knowledge: Kinds of knowledge: DeclarativeDeclarative & Functional (D+P)& Functional (D+P)







� As general ‘cultural’ content, as in the liberal arts notion of an educated person; e.g.

a business management student must take an arts subject for subject for ‘‘broadeningbroadening’’..

There is no functioning knowledge involved here.

� As content specifically related to the profession: e.g. the history of western

architecture in an architecture degree. This is important back ground for important back ground for

architects to have, but again there may be little direct bearingarchitects to have, but again there may be little direct bearing on functioning on functioning

knowledgeknowledge.

� As content that does bear on functioning knowledge, but is not a key prioritydoes bear on functioning knowledge, but is not a key priority.

In this case, students might be taught the basic outlinesstudents might be taught the basic outlines and where to go for

more details as and when the need arises.

�� As content that definitely bears on everyday decision making. ThAs content that definitely bears on everyday decision making. The e CLOsCLOs

should be written specifically for seeking the functioning knowlshould be written specifically for seeking the functioning knowledge edge

concernedconcerned

Guidelines to decide on what kind of knowledge is to be involvedGuidelines to decide on what kind of knowledge is to be involved for for

the course: the course: -- Declarative or FunctionalDeclarative or Functional








Guidelines to write your constructively aligned Guidelines to write your constructively aligned CLOsCLOs

Level of understanding / Performance (Outcome verb)

MOHE LOs or PLOs (from Curr Map)

Topics to be learned / Content

Kind of Knowledge (Declarative [Factual], Conceptual, Procedural or Functional)


Course outcome #1Course outcome #1:

ExplainExplain the concepts, laws and theories in electrostatics, electricity concepts, laws and theories in electrostatics, electricity

and magnetismand magnetism using a combination of the qualitative, visual and qualitative, visual and

quantitative approachesquantitative approaches. (LO1-C2)

Lesson OutcomeLesson Outcome:

DetermineDetermine the voltage and the current on each resistor connected in series, connected in parallel and connected in a series-parallel combination.

OR OR

Course outcome #1Course outcome #1:

ExplainExplain the concepts and principles involved in inducing current and concepts and principles involved in inducing current and

voltage in a conducting coilvoltage in a conducting coil using a combination of the qualitative, qualitative,

visual and quantitative approachesvisual and quantitative approaches. (LO1-C2)





UnderstandingUnderstanding is the appreciation of "whyappreciation of "why””.

It is an interpolative and probabilistic process. It is cognitive and analytical.

It is the process by which I can take knowledge and synthesize nIt is the process by which I can take knowledge and synthesize new ew

knowledge from the previously held knowledge. The difference knowledge from the previously held knowledge. The difference

between understanding and knowledge is the difference between between understanding and knowledge is the difference between

"learning" and "memorizing"."learning" and "memorizing". People who have understanding can undertake useful actions because they can synthesize new knowledge, or in some cases, at least new information, from what is previously known (and understood). That is, understanding can build upon currently held information, knowledge and understanding itself.

Source: Data, Information, Knowledge, and Wisdom by Gene Bellinger, Durval Castro, Anthony Mills


MQF

Sci

Science programmes must focus on Science programmes must focus on presentations, discussions presentations, discussions

and practical workand practical work that enable students that enable students to demonstrate to demonstrate

understanding of theory, skills in analysis, ability to speak, wunderstanding of theory, skills in analysis, ability to speak, write, rite,

plan and manage as well as teamwork and leadershipplan and manage as well as teamwork and leadership. Industrial . Industrial

training is a must for Applied Science programmes.training is a must for Applied Science programmes.




Chemistry-Related Cognitive Knowledge (Declarative & Functional)


Chemistry-Related Practical Skills (LO2)




� a basic knowledge and understanding of physical laws and principles, and some

application of these principles;

� an ability to identify relevant principles and laws when dealing with problems;

� the ability to execute and analyse the results of an experiment or investigation.

Students should be able to evaluate the level of uncertainty in their results and

compare these results with expected outcomes,

� theoretical predictions or published data and hence assess their significance;

� competent use of appropriate IT packages/systems for the analysis of data and the

retrieval of appropriate information;

� an ability in numerical manipulation and the ability to present and interpret

information graphically;

� an ability to communicate scientific information, in particular through scientific

reports;

� an ability to manage their own learning and to make use of appropriate texts and

learning materials;

� a familiarity with basic laboratory apparatus if on an experimental programme.


� acquire knowledge and develop understanding of biological principles, concepts,

terms and facts;

� develop biological practical techniques and process skills;

� apply biological knowledge and concepts to familiar and unfamiliar situations;

� show understanding of the applications and uses of biological knowledge in daily

life; and

� develop an understanding of current issues and developments in biology.

BIOLOGY: Knowledge and Concepts

Students are expected to:




� develop abilities to think scientifically and creatively;

� acquire an analytical mind to critically evaluate biology-related issues;

� identify the pros and cons of the applications of biological knowledge for informed

decision-making;

� realise the importance of evidence in supporting, modifying or refuting proposed

� scientific theories;

� make careful observations, ask relevant questions, identify problems and formulate

hypotheses for investigation;

� plan and conduct scientific investigations individually or collaboratively with

appropriate instruments and methods, collect quantitative and qualitative

information with accuracy, analyse data and draw conclusions for problem-solving;

� use information technology to process and present scientific information; and

� communicate ideas and views effectively with others, using the language of

science.

BIOLOGY: Skills & Processes. Students are expected to:


� show an interest in the study of biology, appreciate the wonders and complexity of

Nature, and show respect for all living things and the environment;

� be aware of the applications of biological knowledge in society and their social,

ethical, economic and environmental implications;

� be aware of the dynamic nature of the body of biological knowledge, and appreciate

the role of science and technology in understanding the living world;

� recognise their responsibility for conserving, protecting and maintaining the quality

of the environment for future generations; and

� develop positive values and attitudes and a healthy lifestyle.

BIOLOGY: Values & Attitudes. Students are expected to:




Food TechFood Tech: LEARNING OUTCOMES AND ASSESSMENT. Students are expected to:

� identify and access valid sources of technical information of foods. (Knowledge)*

[Test questions; class discussions; lab reports]**

� define key terms related to food processing, chemistry, microbiology, engineering

and related areas (Knowledge) [Test questions]

� recognize the complexity of the food processing, packaging, and distribution system

(Comprehension) [Test questions; class discussions; field trip and lab reports]

� describe key principles and basic concepts in all the subdisciplines of food science.

Comprehension) [Test questions; class discussion]

� summarize the responsibilities and importance of the federal agencies that regulate

food products (Comprehension) [Test questions; class discussion]

� solve mathematical and hypothetical problems related to all areas of food science

(Application) [Test questions; homework; class discussion; lab reports; team project

reports]

� apply basic scientific principles to the development of new products, processes and

packages (Application) [Class discussions; lab reports; team project reports]


� communicate orally and in writing an understanding of basic principles in food science and

their applications (Synthesis) [Test questions; homework; class discussion; lab reports; team

project reports]

� organize and plan projects effectively as part of a team. (Synthesis) [Team project reports]

� design flow diagrams combining unit operations related to safety, quality and product stability

of food products (Synthesis) [Lab reports; homework; team project reports]

� test hypotheses, evaluate data and implement appropriate measures to study foodrelated

topics (Application, Analysis, Synthesis, Evaluation) [Lab reports; team project reports]

� determine appropriate formulations for existing products and create new food products and

packages (Application, Analysis, Synthesis) [Lab reports; homework; class discussions; team

project reports]

� design and evaluate HACCP programs. (Synthesis, Evaluation) [Test questions; homework;

lab reports; field trip reports; team project reports)

� judge and critique scientific and popular sources about food. (Evaluation) [Test questions;

class discussions; oral reports]

Food TechFood Tech: LEARNING OUTCOMES AND ASSESSMENT. Students are expected to:





Level 1Level 1--C1C1:

Recall or

recognition of

fact,

information or

concept

Level2Level2--C2/C3C2/C3:

Basic application of skill/concept: Use

info, conceptual

knowledge, follow

procedures

Level 3Level 3--C4/C5C4/C5:

Strategic thinking/reasoning:

Develop plan to solve probs;

require justification &

decision-making

LevelLevel--C6C6:

Extended Thinking

Solving authentic real-

world problem requiring

time & research,

patience, perseverance.

WebbWebb’’s DOKs DOK

Create

Evaluate

Analyze

Apply

Understand

Remember

Revised BloomRevised Bloom’’s Taxonomys Taxonomy

Source for the revised Bloom Taxonomy: A Taxonomy for Learning, Teaching and Assessing: A

Revision of Bloom’s Taxonomy of Educational Objectives, 2001.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

BloomBloom’’s Taxonomys Taxonomy

Higher

order

Lower

order

Biggs SOLO TaxonomyBiggs SOLO Taxonomy



Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

SimpsonSimpson’’s Taxonomys Taxonomy--SkillsSkills

Higher

order

Lower

order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL

MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS

LO2, LO4, LO5, LO7LO2, LO4, LO5, LO7

KrathwohlKrathwohl’’s Taxonomys Taxonomy--

AffectiveAffectiveInternalizing

Organisation

Valuing

Responding

Receiving

Higher

order

Lower

order

AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL

WITH THINGS EMOTIONALLY (e.g. FEELINGS,

INTERESTS, ATTITUDES, APPRECIATION,

ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT

RESULT FROM INSTRUCTION): LO4, LO5, LO6, LO7, LO4, LO5, LO6, LO7,

LO8, LO9LO8, LO9





Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Level 1Level 1:

Recall or

recognition of

fact,

information or

concept

Level2Level2:

Basic application of skill/concept: Use

info, conceptual

knowledge, follow

procedures

Level 3Level 3:

Strategic thinking/reasoning:

Develop plan to solve probs;

require justification &

decision-making

Level 4Level 4:

Extended Thinking

Solving authentic real-

world problem requiring

time & research,

patience, perseverance..

WebbWebb’’s DOKs DOK


Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

KrathwolKrathwol’’s Taxonomys TaxonomySimpsonSimpson’’s Taxonomys Taxonomy

Internalizing

Organisation

Valuing

Responding

Receiving






84


Source: Biggs &

Tang (2007). “Teaching

for Quality

Learning at

University”.

Third Edition.

McGraw Hill

Companies.







FSG



OutcomeOutcome:

�� IdentifyIdentify gaps in the mapping and propose and agree on improvement

�� DiscussDiscuss with group members how the mapping affects the course you are teaching

�� DescribeDescribe YOUR role & responsibility in providing support to achieve the Program Outcomes

TASK 1TASK 1: (Program Heads & OBE Facilitators will be leading the discussion)

GoaGoal: Reflect on YOUR curriculum mappingReview the PEO, PO, the course –LO-KI-TAX mapping

OBTL Facilitators will assist Program HeadsOBTL Facilitators will assist Program Heads



6/29/2010 Copyright DrJJ, ASERG, FSG UiTM, June 2009 245


KNOW your LEARNERSKNOW your LEARNERS

Learning PreferencesLearning Preferences

"...a biologically and developmentally imposed set of

personal characteristics that make the same

teaching method effective for some students and

ineffective for others,..." (Dunn, Beaudry, and

Klavas, 1989)

Learning StylesLearning Styles




What makes meaningful learning difficult??-

Learning Preferences

FelderFelder’’s Model s Model -- 4 domains of information 4 domains of information

handling: to understand new knowledgehandling: to understand new knowledge

Input

Pe

rce

ive

d

Processed

Un

de

rsto

od

Newknowledge

ILS


**USA findings,USA findings, ** ** DR. J.JDR. J.J’’s (N = 1122)s (N = 1122)

*42, ** 42Intuitive

prefer theories & interpretations of factual information.

prefer data and facts. like facts & solve well establish methods,

resent being tested on materials that has not been explicitly

covered in class

*57, ** 58Sensing

Perception

Student’ Learning Preferences:

Information Handling Domains Felder’s)

prefer the spoken or written word.

*30, ** 13Verbal

prefer charts, diagrams and pictures.

*69, ** 87Visual

Input

ILS ILS-A




*32, ** 40Reflective

do the processing in their heads

learn best by doing something physical with the information

*67, **60Active

Processing

*USA findings,*USA findings, ** ** DR J.J.DR J.J.’’s (N = 1122)s (N = 1122)

Student’ Learning Preferences:

Information Handling Domains Felder’s)

must get “big picture” before individual pieces fall into place

*28, ** 40Global

easily make linear connections between individual steps

*71, ** 60Sequential

Understanding


Research on Learning PreferencesResearch on Learning PreferencesImplications:

0

20

40

60

80

% o

f s

tud

en

ts

Reflective Intuitive Verbal Sequential

Learning Preferences

Percentage of Students' Preferences Addressed By the

Traditional Passive Lecture Method

USA

This work





0

50

100

%

A B C D

CCI Score

Input

Visible Verbal

CCI grade: A (>15), B (11CCI grade: A (>15), B (11--14), C (814), C (8--10) and D (<7) out of 22 10) and D (<7) out of 22



020

4060

80

%

A B C D

CCI Score

Information Process

Active Reflective







0

20

40

60

80

%

A B C D

CCI Score

Understanding

Sequential Global


Instrument: LSRTS – Q3Gambar dalam Rajah 1 mewakili dua silinder yang mempunyai bentuk dan saiz yang sama. Kedua-dua silinder tersebut mengandungi jumlah air yang sama banyaknya. Apabila sebiji guli kaca di jatuhkan dan di biarkan tenggelam di dalam Silinder 1, paras air dalam silinder 1 meningkat hingga ke aras-6 silinder tersebut.Sekiranya sebiji bebola besi yang sama saiz tetapi lebih berat dari bebola kaca dijatuhkan ke dalam silinder 2, air dalam silinder tersebut akan naik

a. ke aras yang sama dengan Silinder 1. b. ke aras yang lebih tinggi daripada Silinder 1.c. ke aras yang lebih rendah daripada Silinder 1.

You chose:A: 24%B: 76%

You chose:A: 19%B: 78%

Rajah 1

Guli kaca Guli besi

Silinder 1 Silinder 2

6




Instrument: LSRTS – Q4Jawapan di atas dipilih kerana

a Guli besi akan tenggelam lebih cepat.b. Guli-guli tersebut diperbuat daripada bahan-bahan berlainan.c. Guli besi lebih berat daripada guli kaca.d. Guli kaca menghasilkan tekanan lebih rendah.e. Kedua-dua guli bersaiz sama.

Rajah 1

Guli kaca Guli besi

Silinder 1 Silinder 2

6

You chose:A: 3%B: 9%C: 57%D: 11%E: 20%

You chose:A: 0%B: 9%C: 64%D: 7%E: 19%


Instrument: LSRTS – Q11Dua puluh ekor lalat buah-buahan (lalat-lalat kecil yang biasa menghurung buah-buahan)

diletakkan ke dalam setiap tiub kaca yang ditunjukkan dalam Rajah 4. Kesemua tiub-tiub

tersebut ditutup rapat supaya tiada lalat yang boleh keluar atau memasuki tiub-tiub. Tiub I

dan Tiub II dibalut separuh dengan kertas berwarna hitam sementara Tiub III dan Tiub IV

tidak dibalut. Tiub-tiub tersebut diletakkan dalam kedudukan sebagaimana yang

ditunjukkan dalam Rajah 4 dan kemudian didedahkan kepada sinaran berwarna merah

selama lima minit. Bilangan lalat pada bahagian tiub yang tidak dibalut bagi setiap tiub

adalah seperti yang ditunjukkan dalam Rajah 4.

Eksperimen ini menunjukkan bahawa lalat bertindakbalas (bertindakbalas bermakna

menjauhi atau mendekati):

a. kepada sinaran berwarna merah dan bukannya kepada graviti.

b. kepada graviti dan bukannya kepada sinaran berwarna merah.

c. kepada sinaran berwarna merah dan juga kepada graviti.

d. bukan kepada sinaran berwarna merah dan tidak juga kepada graviti.

You chose:

A: 41% B: 14%

C: 32% D: 14%

You chose:

A: 45% B: 18% C: 22% D: 15%




Instrument: LSRTS – Q1212. Jawapan di atas dipilih kerana

a.kebanyakan lalat berada pada bahagian atas Tiub III tetapi sama bilangannya pada kedua-dua bahagian dalam Tiub II.

b kebanyakan lalat tidak pergi ke bahagian bawah dalam Tiub I dan dalam Tiub III.

c.lalat perlu melihat cahaya dan mesti terbang melawan graviti.d.kebanyakan lalat berada pada bahagian atas dan pada bahagian tiub yang

menerima cahaya.e.sesetengah lalat berada pada kedua-dua bahagian setiap tiub.

You chose:

A: 7%

B: 19%

C: 18%

D: 47%

E: 9%

You chose:

A: 10%

B: 21%

C: 25%

D: 33%

E: 10%


“Education, we see, is not merely gaining knowledge or skills helpful toward productive work, though certainly that is a part of it. Rather it is a

replenishment and an expansion of the natural thirst of the mind and soul. Learning is a gradual process of growth, each step building uponthe other. It is a process whereby the learner organizes and integrates not only facts but attitudes and values. The Lord has told us that we

must open our minds and our hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible not in progress but in

result. As our knowledge is converted to wisdom, the door to opportunity is unlocked. “ Barbara W. Winder

““The one real goal of education is to leave a person The one real goal of education is to leave a person

asking questions.asking questions.”” Max Beerbohm Max Beerbohm



Copyright DrJJ, ASERG, FSG, UiTM. March 2010 259259

Categories in the Cognitive Domain

(Taxonomy of Educational Objectives, Bloom, 1956)

Level 1 – Knowledge

The remembering of previously learned material. This may

involve the recall of a wide range of material, from specific

facts to complete theories, but all that is required is the

bringing to mind of the appropriate information. Knowledge

represents the lowest level of learning outcomes in the

cognitive domain.

Define, describe, identify, label, list, match, name, outline,

reproduce, select, state.

Eg.

� List the six levels in the cognitive domain of Bloom’s

taxonomy.

� Define…

� State the main principles of Theory X.

Level 2 – Comprehension

The ability to grasp the meaning of material. This may be

shown by translating material from one form to another, by

interpreting material (explaining or summarising), and by

estimating future trends (predicting consequences or

effects). These learning outcomes go one step beyond the

simple remembering of material, and represent the lowest

level of understanding.

Converts, defends, distinguishes, estimates, explains, extends,

generalises, gives examples, infers, paraphrases, predicts,

rewrites, summarises.

Eg.

� Describe three main features of …

� Explain the 3 main components of a learning outcome.

� Summarise the main causes of the American war in Iraq.


Copyright DrJJ, ASERG, FSG, UiTM. March 2010 260260

Level 3 – Application

The ability to use learned material in new and concrete

situations. This may include the application of such things as

rules, methods, concepts, principles, laws and theories.

Learning outcomes in this area require a higher level of

understanding than those under ‘Comprehension’.

Change, compute, demonstrate, discover, manipulate,

modify, operate, predict, prepare, produce, relate, show,

solve, use.

E.g.:

�Construct measurable learning outcomes that include

lower and higher order cognitive skills for a one-semester

course.

Level 4 – Analysis

The ability to break down material into its component parts so

that its organisational structure may be understood. This may

include the identification of the parts, analysis of the

relationships between parts, and recognition of the

organisational principles involved. Learning outcomes here

represent a higher intellectual level than ‘Comprehension’ and

‘Application’ because they require an understanding of both

the content and the structural form of the material.

Break down, differentiate, discriminate, distinguish, identify,

illustrate, infer, outline, point out, relate, select, separate,

subdivide

e.g.:

�Analyse authentic data from various sources and

prepare…




Copyright DrJJ, ASERG, FSG, UiTM. March 2010 261Copyright DR JJ, ASERG, UiTM, Shah Alam 261

Level 5 – Synthesis

The ability to put parts together to form a new whole. This may

involve the production of a unique communication (theme or

speech), a plan of operations (research proposal), or a set of

abstract relations (scheme for classifying

information). Learning outcomes in this area stress creative

behaviours, with major emphasis on the formulation of new

patterns or structures.

Categorise, combine, compile, compose, create, devise,

design, explain, generate, modify, organise, plan, rearrange,

revises, rewrite, summarise, tell, write.

e.g.:

�Analyse authentic data from various sources and prepare

a recommendation report for a specified audience.

Level 6 – Evaluation

The ability to judge the value of material. The judgements are

to be based on definite criteria. These may be internal criteria

(organisational) or external criteria (relevance to the purpose)

and the student may determine the criteria or be given them.

Learning outcomes in this area are highest in the cognitive

hierarchy because they contain elements of all the other

categories, plus conscious value judgements based on clearly

defined criteria.

Appraise, compare, conclude, contrast, criticise, describe,

discriminate, explain, justify, interpret, relate, summarise,

support.

e.g

�Evaluate the strengths and weaknesses of the cognitive

domain of Bloom’s taxonomy in relation to the National

Educational Philosophy.



Higher order

lower order

INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS




Higher order

lower order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL

MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS


Higher order

lower order

AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITH

THINGS EMOTIONALLY (e.g. FEELING, INTEREST, ATTITUDE,

APPRECIATION, ENTHUSIASM, MOTIVATION) - THAT MIGHT

RESULT FROM INSTRUCTION)




Education, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helpful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though pful toward productive work, though

certainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment andcertainly that is a part of it. Rather it is a replenishment and an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of an expansion of the natural thirst of

the mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, eachthe mind and soul. Learning is a gradual process of growth, each step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a step building upon the other. It is a

process whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only faprocess whereby the learner organizes and integrates not only facts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The cts but attitudes and values. The

Lord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to lLord has told us that we must open our minds and our hearts to learn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb: earn. There is a Chinese proverb:

Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in Wisdom is as the moon rises, perceptible not in progress but in result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted result. As our knowledge is converted

to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked. to wisdom, the door to opportunity is unlocked.

Barbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. WinderBarbara W. Winder

The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action.

Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer

The one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questions. ions. ions. ions. ions. ions. ions. ions.

Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm


copyright dr jj, aserg, uitm, shah alam 1drjj.uitm.edu.my/drjj/obe fsg...

Documents