Appendix I

Inventory of Bloom's Course Objectives—Workbook Pages Given to Instructors in the Disciplines.

BLOOM'S TAXONOMY is a system for organizing knowledge that is helpful for identifying course goals. The following exercise has two parts.

First

Place a check next to the items below that best describe types of knowledge of primary importance for the WR course you are planning or revising. Consider the categories as a prompt for thinking rather than as a rigid system. Therefore, don't be concerned if categories overlap a bit (for instance, conventions and classifications). What's important is that it prompts you to make your course objectives more explicit.

Second

Space has been provided for you to write specific descriptions of the types of knowledge you want your students to acquire. Answer the categories that you have indicated are a priority, then you may wish to consider additional categories.

__Knowledge of specific terms, symbols or facts, e.g., H2SO4, rad, clef, the names of all the musical key signatures, ion, verbal, noun clause, names of bones.

__Knowledge of rules, guidelines, conventions, methods, or criteria, e.g., rules of punctuation, guidelines for writing a lab report, dosage guidelines, guidelines for placing an x-ray, ways to solve math problems.

__Knowledge of trends or sequences, e.g., changing attitudes regarding the role of women in American society, the increased importance of electronic communication in business, the changing role of the armed forces in America.

__Knowledge of classifications or categories, e.g., types of courts, types of minerals, types of sports scholarships.

__Knowledge of universal principles, theories, e.g., theory of evolution, ethics, laws of motion, ballistics.

__Translation (i.e., putting communication of one form into another form), e.g., moving from raw data to chart or graph, musical score to performance, patient vital signs to a chart.

__Interpretation (i.e., ability to reorder ideas, comprehend interrelationships), e.g., making a recommendation or writing a report based on evidence.

__Extrapolation (i.e., ability to go beyond data, to develop insight, to infer, to predict), e.g., predicting trends, answering the question "what might happen if . . .?"

__Analysis (i.e., taking knowledge apart and understanding how it works), e.g., understanding bias or logic of an argument, the components of an unknown compound in chemistry, the motifs or chord progressions of a musical score.

__Synthesis (i.e., arranging or combining information into a new whole), e.g., planning a program or panel discussion, writing a comprehensive treatment of a subject.

__Evaluation (i.e., ability to make judgments), e.g., evaluating a work of art, critiquing a draft of a paper.

__Develop attitudes/awarenesses, e.g., recognizing other points of view (religious, ethical, professional, etc.).

__Develop tolerances; e.g., tolerating new forms of music, such as baroque, classical, rap; increasing tolerance for disparate religious beliefs, social theories, procedures, or theories in the sciences.

__Controlled or selected attention: What sort of attributes that untrained observers frequently ignore would you like to encourage your students to recognize? For example, listening for orchestration, key change, or melody shift in a sonata; recognizing subtle differences in the quality of a radiograph.

__Self-discipline: What sorts of habits of self-discipline would you like to encourage in your students? What kinds of habits relative to your discipline would you like your students to adopt? For example, focusing and configuring x-ray equipment every week, wearing dosage badges, having discussion questions ready each class, reading in detail for specific patterns, expressing disagreement in class.

__Values: What sorts of beliefs would you like your students to develop or at least entertain? For example, a strong democracy requires a strong military; the benefits of certain radiological examinations outweigh the risks; religion is the foundation of morality.