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 level

category or 'level'

description

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)

1

Perception

awareness

use and/or selection of senses to absorb data for guiding movement

recognize, distinguish, notice, touch , hear, feel, etc

2

Set

readiness

mental, physical or emotional preparation before experience or task

arrange, prepare, get set

3

Guided Response

attempt

imitate or follow instruction, trial and error

imitate, copy, follow, try

4

Mechanism

basic proficiency

competently respond to stimulus for action

make, perform, shape, complete

5

Complex Overt Response

expert proficiency

execute a complex process with expertise

coordinate, fix, demonstrate

6

Adaptation

adaptable proficiency

alter response to reliably meet varying challenges 

adjust, integrate, solve

7

Origination

creative proficiency

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.  

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