Three Days Refresher Course
On
The New Curriculum of Bachelor’s in Hospitality and Tourism
Management (BHTM)
Organized by
Office of the Dean, Faculty of Humanities and Social Sciences, LBU
&
University Grant Commission (UGC)
Department of Management – Course Design Worksheet
(Integrated with Bloom’s Taxonomy and Structured Evaluation Model)
For Bachelor, Diploma, and Short-Term Management Courses
Purpose: To guide faculty in designing a subject-wise curriculum that incorporates Bloom’s
levels of learning and includes formative and summative evaluation criteria.
Participant Details
Name: ____________________________________
Course Title: _______________________________
Program Level: ☐ Bachelor ☐ Diploma ☐ Short-term
Credit Hours: _____________
Training Date: _______________
Step 1: Course Framework Definition
1.1 Course Description:
👉 _____________________________________________________________________
👉 _____________________________________________________________________
1.2 Course Objectives (Based on Bloom’s Taxonomy):
(Use action verbs from Bloom’s levels: Remember, Understand, Apply, Analyze, Evaluate,
Create)
Objective 1: ______________________________________________
Objective 2: ______________________________________________
Objective 3: ______________________________________________
Objective 4: ______________________________________________
Step 2: Unit-Wise Design Framework
Participants should develop 6–9 units. Each unit should include learning objectives aligned with
Bloom’s cognitive levels, activities, assignments, skill development, and evaluation methods.
Template for Each Unit
Unit No. _____ | Unit Title: _______________________________________
1. Learning Objectives (use Bloom’s action verbs):
2. Cognitive Level (Bloom’s Level - tick one or more):
Remember
Understand
Apply
Analyze
Evaluate
Create
3. Sub-Units:
4. Key Learning Activities (tick applicable):
Group Work
Practical Demo
Field Visit
Case Study
Guest Session
Online Research
Other: _________________________
5. Assignment Design:
Title: ____________________________________
Objective: _________________________________
Instructions: ______________________________
Due Date: _________________________________
6. Evaluation Tools:
Rubric
Checklist
Oral Presentation
Peer Evaluation
Demo-based Score
Other: _________________________
7. Learning Outcomes (after completion):
Students will be able to:
8. Relevant Textbooks/References:
Repeat for Units 2, 3, 4, etc.
Step 3: Evaluation Structure Model
Use the following standardized evaluation criteria for both Bachelor-level and Diploma/Short-
Term programs:
Total Marks: 100
Formative Evaluation – 60% (Continuous Assessment)
Component Description Marks
Skill Test Practical demonstration, application, activities, internal examination 50
Behavior Test Attitude, discipline, teamwork, ethics 10
Subtotal 60
Summative Evaluation – 40% (End-Term)
Component Description Marks
Computer-based Test Knowledge test (MCQ/Short) 40
Subtotal 40
Note: Summative tests should assess knowledge-based objectives (Remember, Understand,
Apply), while formative should assess higher-order thinking, behavior, and performance.
Step 4: Summary Matrix (for Instructor Overview)
Unit Bloom’s Activities Assignment Skill Evaluation Learning
No. Level Component Method Outcome
1
2
3
4
5
6
7
Step 5: Reflection & Alignment
1. What challenges do you anticipate while implementing this design?
👉 ________________________________________________________
2. How does this course prepare students for real-life work environments?
👉 ________________________________________________________
3. How have you integrated Bloom’s levels and evaluation into your teaching design?
👉 ________________________________________________________
Submission Checklist
Course Overview Completed
Units Designed with Bloom’s Integration
Activities, Assignments, and Evaluation Tools Provided
Evaluation Structure (60:40) Used
References/Textbooks Mentioned
Reflective Questions Answered
