E

SUB-COMMITTEE ON HUMAN ELEMENT, HTW 5/3/13

TRAINING AND WATCHKEEPING 13 April 2018
5th session Original: ENGLISH
Agenda item 3

VALIDATED MODEL TRAINING COURSES

Proposal on development of an Action Verb Taxonomy for the Detailed Teaching
Syllabus applicable to IMO model course development and revision
Submitted by China

SUMMARY

Executive summary: This document deals with the development of IMO model courses
and provides an Action Verb Taxonomy for the Detailed Teaching
Syllabus applicable to IMO model course development and revision.
It also suggests that sufficient attention be given to enhance the
output related to the development/revision of model courses.

Strategic direction, if 1
applicable:

Output: 1.3

Action to be taken: Paragraph 10

Related documents: None

Background
1 IMO model courses are widely used as a guidance or reference to upgrade the varied
Maritime Education and Training (MET). However, the content of model courses varies from
subject to subject, and course developers vary as well, causing inconsistency in the cognitive
learning process and bewilderment of course users.

2 IMO adopted the Revised guidelines for the development, review and validation of
model courses (MSC-MEPC.2/Circ.15), providing specific instructions on how to develop the
model courses including objective, structure, teaching time, etc.

3 In accordance with the Revised guidelines, the IMO model course is structured into
five parts, namely: the Course Framework, General Outline, Detailed Outline, Instructor
Manual and Evaluation and Assessment. The Detailed Outline of the IMO model courses,
acting as the fundamental part to achieve the expected learning outcome, is formatted to use
action verb to specify the cognitive learning process under a certain teaching objective.
However, this is hampered by the diversity of course subjects and course developers,
presenting negative effect on the dissemination of the model course.

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Discussion

4 The Bloom's taxonomy is the universally accepted approach used in the design of
teaching syllabi. The early Bloom's taxonomy classifies the teaching goals into five levels
(Knowledge, Comprehension, Application, Synthesis and Evaluation) from the perspective of
cognition, and then evolved into the revised Bloom's taxonomy with a renewed six levels set
(Remember, Understand, Apply, Analyse, Evaluate and Create).

5 A statistical analysis about model courses 7.01, 7.02, 7.03 and 7.04, though
articulately stated that "the descriptive verbs most of which are from the Bloom's taxonomy",
shows that among the 104 action verbs in total (see annex 1), the percentage of action verbs
that can be found in the sample verbs table of Bloom's taxonomy is as low as 42%, which
definitely places a hurdle to the users.

6 It is important that IMO model course developers and users follow an identical
principle in describing the cognitive learning process so that the pedagogical uniformity of the
developers and users can be ensured.

7 Taking into account that in the STCW Convention and Code, the seafarers'
competence requirements are structured as KUP (Knowledge, Understanding and
Proficiency), and that the revised Bloom's taxonomy divides the cognitive learning into four
knowledge domains and six cognitive levels; after thoroughly studying the action verbs
frequently used in the current model courses, China developed the Action Verb Taxonomy of
the Detailed Teaching Syllabus applicable to IMO model course development and revision, to
ensure an improved pedagogical scheme among IMO model course developers/revisers and
users (see annex 2).

Proposal

8 Based on the findings above, it is suggested that sufficient attention be paid to the
Action Verb Taxonomy of the Detailed Teaching Syllabus applicable to IMO model course
development and revision in the future model course development and revision (see annex 2).

9 If the necessity of a new Action Verb Taxonomy of the Detailed Teaching Syllabus
applicable to IMO model course development and revision is agreed, China will take further
actions to set up a new output.

Action requested of the Sub-Committee

10 The Sub-Committee is invited to consider the proposal above and take action, as
appropriate.

***

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Annex 1, page 1

ANNEX 1

Action verbs used in the Detailed Teaching Syllabus of model courses 7.01, 7.02, 7.03
and 7.04

adjust decide extract purge

aid decode find read
analyse deduce formulate reassemble
apply define give receive
appraise demonstrate identify recognize
ascertain derive illustrate refer to
assess describe indicate relate
assign design insert remove
bend detail interpret replace
calculate detect itemize review
categorize determine know see
cause differentiate list select
check discuss locate send
choose dismantle make set
cite distinguish measure show
classify divide name sketch
code draw normalize solve
combine ensure observe state
compare enumerate obtain summarize
compile establish outline switch
complete estimate perform transfer
conduct evaluate plan understand
confirm examine plot use
construct exchange prepare verify
correct expand prove write
deal explain provide forecast

***

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Annex 2, page 1

ANNEX 2

Action Verb Taxonomy of the Detailed Teaching Syllabus applicable to IMO model course development and revision

Seafarers' competence as K U P
required in STCW (Knowledge) (Understanding) (Proficiency)
Convention and Code
Cognitive level 1．Remember 2. Understand 3．Apply 4. Analyse 5. Evaluate 6. Create
Knowledge
domain
1. factual knowledge √ √

2. conceptual knowledge √ √ √ √

3. procedural knowledge √ √ √ √

4. reflective knowledge √ √ √
define choose apply analyse appraise assemble
identify cite examples of bend calculate assess arrange
imitate describe demonstrate categorize choose collect
itemize determine illustrate compare compare compose
list demonstrate employ conclude critique construct
look differentiate erect contrast estimate design
name discriminate fasten criticize evaluate develop
notice discuss generalize debate judge devise
observe enumerate handle deduce measure formulate
outline explain hoist detect rate manage
perform express initiate determine revise modify
read give in own words interpret develop score organize
recall identify lift diagnose select plan
recognize interpret loosen diagram test predict
record locate make differentiate value prepare
rehearse pick measure distinguish produce
relate practice operate draw propose
repeat recognize perform estimate reconstruct
speak report practice evaluate set up

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Annex 2, page 2

Seafarers' competence as K U P
required in STCW (Knowledge) (Understanding) (Proficiency)
Convention and Code
Cognitive level 1．Remember 2. Understand 3．Apply 4. Analyse 5. Evaluate 6. Create
Knowledge
domain
1. factual knowledge √ √

2. conceptual knowledge √ √ √ √

3. procedural knowledge √ √ √ √

4. reflective knowledge √ √ √
underline respond purge examine synthesize
write restate relate dramatize experiment
review release identify
select relieve infer
show remove inspect
simulate restate inventory
tell schedule predict
translate secure question
send relate
shorten solve
stretch summarize
tie test
tighten
transfer
use
utilize
watch

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Annex 2, page 3

Notes:

1. The cognitive learning is divided into four knowledge domains and six cognitive levels; the six cognitive levels correspond to KUP in STCW Convention and
Code.

2. The ticked column indicates that a given knowledge domain may correspond to the applicable cognitive levels (KUP).

3. The course developers/revisers determine which knowledge domain and its corresponding cognitive level (KUP) a given teaching objective belongs to, and
then select the appropriate action verbs accordingly.

___________

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