Example Verbs for Bloom’s Taxonomy (Cognitive)



Tip Sheet for Developing Capstone Learning Outcomes

(1) To begin developing course learning outcomes, ask yourself the following questions:

Fink (2003) suggests imagining that you meet your students five years after they complete your course. What would you hope they would still retain/know/apply/do five years after taking your Capstone?

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How does this long-term vision for significant learning translate into specific course outcomes? List below:

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(2) Compare your outcomes with the following general guidelines for effective course outcomes.

Learning outcomes should be:

✓ student-centered (describe what students will learn as a result of this course)

✓ assessable and measurable in ways that are transparent to students

✓ specific (as appropriate to level or type of outcome)

✓ focused on the outcomes of learning activities, rather than the activities themselves

(3) Use the following taxonomies to revise your original outcomes, if needed:

Bloom’s Taxonomy

Organizes cognitive learning into 6 levels from basic to complex.



Fink’s Taxonomy of Significant Learning

Fink’s taxonomy includes some cognitive outcomes that are similar to those implied by Benjamin Bloom’s taxonomy, but also includes outcomes that focus on the knowledge construction process, in addition to results.



(4) Refer to this sample list of capstone course learning outcomes based on both Bloom’s and Fink’s taxonomies if you are searching for concrete examples.

Sample Capstone Learning Outcomes

(Adapted with permission from “Current Issues in Pregnancy and Birth” Capstone, Carrie Cohen.)

Using Bloom’s Taxonomy:

Remembering

Identify lactation resources available to mothers in the Portland area and be able to discuss how they differ in who and how they are able to serve.

Understanding

Discuss ways in which breastfeeding is or is not supported by medical practices, workplace polices and facilities, community support and cultural norms.

Applying

Utilize research methods to help the community partner answer questions concerning the need for, and barriers to, accessing lactation support

Analyzing

Analyze the efforts to increase breastfeeding rates in the Portland area and explore how these apply toward the goals of Healthy People 2010

Evaluating

Evaluate differing approaches to lactation support related to diverse communities being served

Creating

Produce new outreach materials tailored diverse communities in need of lactation support

Using Fink’s Taxonomy:

Foundational Knowledge

Identify lactation resources available to mothers in the Portland area and be able to discuss how they differ in who and how they are able to serve.

Application (Critical Thinking, Creative thinking, Practical Thinking)

Utilize research methods to help the community partner answer questions concerning the need for, and barriers to, accessing lactation support.

Produce new outreach materials tailored diverse communities in need of lactation support

Analyze the efforts to increase breastfeeding rates in the Portland area and explore how these apply toward the goals of Healthy People 2010.

Integration

Connect ideas about breastfeeding support to broader public health issues and goals, for example, childhood nutrition and disease prevention

Human Dimension

Be able to discuss diverse cultural perspectives on breastfeeding and lactation support

Caring

Understand and address the underlying inequities in access to lactation support

Learning How to Learn

Learn how to access sound, research-based sources of information in support of your final project and subsequent learning

Voegele and Fitzmaurice, 2011

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