category or 'level'
examples of activity or demonstration and evidence to be measured
'key words' (verbs which describe the activity to be trained or measured at each level)
use and/or selection of senses to absorb data for guiding movement
recognize, distinguish, notice, touch , hear, feel, etc
mental, physical or emotional preparation before experience or task
arrange, prepare, get set
imitate or follow instruction, trial and error
imitate, copy, follow, try
competently respond to stimulus for action
make, perform, shape, complete
Complex Overt Response
execute a complex process with expertise
coordinate, fix, demonstrate
alter response to reliably meet varying challenges
adjust, integrate, solve
develop and execute new integrated responses and activities
design, formulate, modify, re-design, trouble-shoot
Deep versus Surface Learning
The concept of deep versus surface learning provides an approach that has great potential for improving student quality.
Deep learning promotes developing higher order thinking skills such as Bloom’s analysis, synthesis and evaluation. Students are better able to compare and contrast, integrate components into a whole, assess situations from multiply viewpoint. Surface learning is seen as emphasizing more of knowledge and comprehension or rote learning that is often forgotten by students after a course has ended.
Deep learners are intrinsically motivated and incorporate new ideas they are learning with existing knowledge while surface learners tend to be more extrinsically motivated – concerned about grades and want to know what to study for the next test.