Bloom’s Taxonomy Based Proportionate Curriculum Development Model

Abstract

This paper presents a research conducted to analyze an undergraduate engineering program curriculum to determine if the cognitive challenges represented by the course learning outcomes were consistent with the level of course and whether the appropriate action verbs were used to write each learning outcome in consistent with Bloom’s six cognitive domains. A document analysis research method was employed to conduct this analysis. The learning outcomes for each syllabus of an engineering program were examined and action verbs associated with each domain were counted. Based on this analysis a proportionate range of percentages for each cognitive domain of Bloom’s taxonomy for freshman, sophomore, junior and senior level courses of a typical degree program is proposed.

Keywords: HOTs, LOTs, Curriculum progression, Action verbs