Bloom’s Taxonomy: Evaluate (5/6)


Definition of learning objective:

Learners are able to make judgments about the value of material and methods for given purposes. This includes justifying a decision or a course of action.

Other active verbs for Evaluate: Contrast, Critique, Estimate, Grade, Judge, Defend, Prescribe, Recommend, Assess, Validate

Let's do it!

Give the learners a case study to read. Ask them to evaluate how well the author has brought the subject to life, and make some recommendations as to how to improve it to better illustrate the topic of the case study.

Good questions to ask learners to make them Evaluate:
What fallacies, consistencies, inconsistencies appear? Which is more important, moral, better, logical, valid, appropriate? Find the errors. Is there a better solution to ...? Judge the value of ... What do you think about ...? Can you defend your position about ...? Do you think ... is a good or bad thing? How would you have handled ...? What changes to ... would you recommend? Do you believe ...? How would you feel if ...? How effective are ...? What are the consequences of ...? What influence will ... have on the business/society/your life? What are the pros and cons of ...? Why is ... of value? What are the alternatives? Who will gain and who will lose?
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Bloom’s Taxonomy is a model for defining learning objectives. Here are some tips for organisational learning facilitators on using to design different kind of activities, using appropriate tech and questions to ask in participative settings.

This is a series of 6 mini blogs on the Bloom Taxonomy and new contents relating to the topic will be updated weekly. The posts include a definition, some activity examples and suggestions for good facilitation questions to ask for each of the Bloom Taxonomy categories. First up is “Remember”, and the following updates will look at “Understand”, “Analyze” and so on.

All too often, when we design learning (whether a workshop or a program), we start by asking ourselves what content we should cover. This leads us to design content-heavy interventions which take the form of a presentation often accompanied by bullet point slides.

If we formulate learning objectives as answers to the question “what should the participants be able to do as a result of the workshop”? We design completely different interventions.

The impact of learning becomes an ability to do something better or differently and this implies more than listening. Interventions designed as an answer to this question have hands-on learning at their core because, in order to be able to do something, we need to practice it.

Once we start with “what should the participants be able to do as a result of the workshop”? we need to answer by formulating learning objectives which start with “the participants will be able to” followed by an active verb such as the ones presented in this blog.

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