BLOOM’S TAXONOMY

The goals of the educational process” as follows:

1.Cognitive Domain (knowledge, comprehension, and critical thinking)
2. Affective Domain (the way people react emotionally)
3. Psychomotor Domain (ability to physically manipulate a tool or instrument )

Creating

EXPLORING BATTERIES WITH BLOOM’S TAXONOMY

 Knowledge/Remembering
o List as many uses for household batteries as you can think of.
o Name as many different sized batteries as you can.
o Write down all the places where you can buy batteries.
 Understanding
o Describe the composition of a battery.
o Draw and label the parts of a battery.
o Describe how a battery works.
 Applying
o Draw a rough diagram illustrating how to properly insert a battery into a torch, a
tape recorder or alarm clock.
 Analysing
o Determine ways the battery has changed the following markets: toys, small
appliances, and health aids.
 Evaluating
o What criteria would you set up to evaluate a particular brand of battery? 
o How would you use these criteria to select your next battery?
 Creating
o Invent a new toy that operates on batteries.  Draw your design and indicate how and
where the batteries are to be installed. 

Le Competence Description Question Cues / Action Verbs

vel
 Remembering of previously List, define, tell, describe, identify, show,
learned material draw, match, label, collect, examine,
1 Remember  Recognizing tabulate, quote, name, when, where
 Recalling Example:
Define Newton’s laws of motion
The ability to grasp the meaning Summarize, describe, interpret, contrast,
of material. explain, predict, give, associate,
Moving toward in-depth distinguish, estimate, differentiate,
2 Understand understanding…and being able to discuss, extend, give, express,
construct meaning. Example:
Explain why is y=mx+b called a ‘linear’
equation
The ability to use learned material Apply, demonstrate, calculate, complete,
in new and concrete situations. determine, model, illustrate, show, solve,
This may include the application examine, modify, use, relate, change,
of such things as rules, methods, classify, experiment, discover, implement
concepts, principles, laws, and Example:
theories. Apply laws and theories to practical
3 Apply situations
Solve mathematical problems
Construct graphs and charts
Demonstrate the correct usage of a
method or procedure
Use the formula of s = ut + ½ at2 to solve
a problem
The ability to break down material Analyze, separate, order, explain,
into its component parts so that its connect, classify, infer
organizational structure may be arrange, compare, select, realize.
understood. Explain, differentiate, contrast, pointout
4 Analyse The identification of parts, Example:
analysis of the relationship Realize a multiplexer by selecting
between parts, and recognition of optimum gates
the organizational principles
involved.
The ability to put parts together to  Generate, plan, produce,  design,
form a new whole. formulate, build, invent, create, compose,
5. Create , derive, modify, develop
Example:
Create /Design of counter/ state machine

How to Write Course Learning Outcomes

Course Learning Outcomes

Course Learning Outcomes (CLOs) are central to your course’s curriculum. They articulate
to students, faculty, and other stakeholders what students will achieve in each course and how
their learning will be measured.
A Learning Outcome (LO) is a measurable, observable, and specific statement that clearly
indicates what a student should know and be able to do as a result of learning.

Well-written learning outcomes involve the following parts:

 Action verb
 Subject content 
 Level of achievement 
 Condition of performance (if applicable)

For example:

 CLO 1) List areas of consensus and disagreement among publications on global

warming
 CLO 2) Synthesize learning assignments with vocation-specific expectations using
reflective enquiry

Steps to Writing Course Learning Outcomes for Your

Course
Step 1

Select an action verb using Bloom’s Taxonomy:

https://www.geneseo.edu/math/learningoutcomes sample

This is not an exhaustive list, but it does provide examples of specific verbs that link to
different levels of student learning. For a more detailed overview of Bloom’s Taxonomy, see
Mohawk’s Learning Outcomes Pamphlet (PDF).

Make sure that you select a verb that you can observe and measure. There are many verbs
that, can’t be directly observed and therefore are difficult to assess in the classroom.

Do not use the following verbs:

Step 2

Next, select the subject content students are performing that task for. For example, in CLO 1
above, “areas of consensus and disagreement among publications on global warming” is the
subject content: this is what the students are listing. Similarly, in the CLO “Develop a
business plan for a small business”, the subject content is “a business plan”.

Step 3

Next, decide if your CLO requires either a level of achievement or a condition of

performance.

Levels of Achievement
A level of achievement identifies how proficient students need to be in a task. For example,
in a Composition course, you might say “Write a literature critique with no grammatical
errors”. This tells students the level of achievement that’s expected of them.

Importantly, you don’t need a level of achievement for every CLO. You don’t need to say
“effectively”, “accurately”, or “correctly” on a CLO, for example: these are all implied. We
expect students to achieve all outcomes in all courses correctly and accurately. Levels of
achievement are for specific cases.

Conditions of Performance
A condition of performance identifies if students are only performing this outcome in a
specific context. For example, in a Welding course with a field placement, you might say
“Demonstrate oxy-fuel-gas cutting techniques with limited supervision”. This tells students
that they will be performing this task, but that they will be supervised while they do so.

Again, you don’t need a condition of performance for every CLO. Only include a condition
of performance if that information clarifies the specific outcome students will achieve in the
course.

CLOs should have only one verb, and only one area of significant subject
content. If your CLO includes multiple verbs, select the one that articulates the
highest level of learning students will demonstrate in the course. If your CLO
includes multiple topics, select the one that articulates the key outcome
Example for mobile communication

On successful completion of this course, student should be able to:

1. Analyse and calculate the path loss, fading profiles and effects of multi-path propagation in
various cellular environments
2.Explain the basic principles of mobile communication system and various multiple access
techniques.
3. Analyse error-correcting capabilities of different forward-error correcting schemes and
justify the choice of particular schemes for given applications.
4.Design a system to improve received signal quality and radio link performance.
5. describe the development and implementation of mobile communication systems,
6.test mobile communication equipment for the technical functionality.

Course outcome sample

AR 127: Students will be able to distinguish form and content in 2-dimensional and 3-dimensional
works of art.

BI 101: Students will be able to explain the role of natural selection in the development of chemical
resistance in microbes, viruses, plants and animals.

EN 102: Students will be able to apply principles of logical argument and persuasion in their writing.

MA 116: Students will be able to demonstrate an understanding of the Central Limit Theorem and
sampling distributions and use these to estimate a population parameter.

HE 100: Students will be able to analyze and evaluate a nutrition food label and the various
components of that food label, and use the information to make healthy food choices.

SP 108: Students will find, identify and apply research materials to their speech presentations.

https://www.coursera.org/learn/wireless-communications

Programme Educational Objective (PEO) EEE

PEO1: Graduates of this program will be capable of demonstrating professional excellence by

developing better solutions to problems related to electrical and electronics engineering in
industry and society.
PEO2: Graduates of this program will be engineers with professional competence, effective
communication skills, social commitment, ethical acumen and good team spirit enabling them to
have successful careers or entrepreneurs in diverse cultural and interdisciplinary backgrounds.
PEO3: Graduates of this program will be able to pursue higher studies and to adapt diligently to
ever changing conditions with lifelong learning and positive attitude.
http://fisat.ac.in/department/electrical-electronics-engineering/peo-eee
To develop professional knowledge in
the field of power Electronics and its
applications in power sectors and core
Industries and  enhance analytical skills
to solve complex problems using  Soft
controllers appropriate to its solutions
that are technically sound, economically
feasible and socially acceptable

PEO2 To enhance the students capacity in

pursuing Research in emerging areas of
Power Electronics And Industrial Drives
and inculcate the culture of taking up
Research oriented Projects.

PEO3 To exhibit professionalism, ethical attitude,

communication skills, team work in their
profession and adopt to current trends by
engaging in lifelong learning