Home 2 – Evaluating Constructive Alignment in Assessments & Learning Activities

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Cross-Reference Learning Design with Bloom’s Taxonomy

Here you can find some suggested learning activities and assessments grouped by the main verbs of each of the domains Bloom’s encompasses – Affective, Cognitive and Psychomotor. Scroll down to better envision how these may look in your context.

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Affective Domain

*Scroll down to review example assessments and activities to better evaluate alignment in course outlines.

Affective Domain: emotional response concerning one’s attitudes, values and appreciation for motivation in learning.

This is an embedded Microsoft Office presentation, powered by Office.

Sample Assessments

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Receiving• Feedback forms

• Fill-in-the-blanks

• Knowledge survey

• List

• Match

• Memory tests

• One-minute paper

• Qualitative interviews

• Test activities (recall and verbalize reactions)

• Write summary on key points of presentation
Responding• Answer questions

• Ability to follow procedures

• Critical questioning

• Feedback and peer evaluation

• One-minute paper

• Questionnaires

• Willingness to participate
Valuing• Attendance

• Neatness and carefulness (with minimal errors) of submitted work

• Meet deadlines

• Proposals of new plans

• Questionnaire

• Rating scale

• Reflection piece

• Report on extra-curricular activities

• Ungraded paperOrganization• Develop realistic aspirations

• Prioritize time to meet goals

• Focus groups

• Questionnaires

• Ability to solve new problems
Characterization• Criteria for group projects

• Self-evaluation

• SMART goals
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Sample Learning Activities

Affective Domain

*Scroll down to review example activities and assessments.

Affective Domain: emotional response concerning one’s attitudes, values and appreciation for motivation in learning.

1) Sample Learning Activities

Receiving• Attend focus groups

• Listen as audience to a presentation

• Read articles/papers/ textbooks

• Watch a video
Responding• Active participation in classroom activities

• Brainstorm ideas

• Group discussions

• Present in front of audience

• Problem solving activities

• Role-play

• Written assignments (essays, reports etc.)
Valuing• Debates

• Opinionated writing piece

• Reflection exercises (reflection paper)

• Self-report
Organization• Analyze and contrast (with charts, tables, Venn diagrams)

• Concept map (report formal and informal experiences and identify skills)

Characterization• Critical reflection

• Group projects

• Self-report goals (personally and academically)
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2) Sample Assessments

Receiving• Feedback forms

• Fill-in-the-blanks

• Knowledge survey

• List

• Match

• Memory tests

• One-minute paper

• Qualitative interviews

• Test activities (recall and verbalize reactions)

• Write summary on key points of presentation
Responding• Answer questions

• Ability to follow procedures

• Critical questioning

• Feedback and peer evaluation

• One-minute paper

• Questionnaires

• Willingness to participate
Valuing• Attendance

• Neatness and carefulness (with minimal errors) of submitted work

• Meet deadlines

• Proposals of new plans

• Questionnaire

• Rating scale

• Reflection piece

• Report on extra-curricular activities

• Ungraded paperOrganization• Develop realistic aspirations

• Prioritize time to meet goals

• Focus groups

• Questionnaires

• Ability to solve new problems
Characterization• Criteria for group projects

• Self-evaluation

• SMART goals
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Cognitive Domain

*Scroll down to review example activities and then assessments.

Cognitive Domain: intellectual skills and abilities required for learning, thinking critically, and problem solving.

1) Sample Learning Activities

Remember• Flashcards

• Highlight key words

• List

• Memory activities

• Reading materials

• Watching presentations and videos
Understand• Case studies

• Concept map

• Demonstrations

• Diagrams

• Flowcharts

• Group discussions

• Mind map

• Matrix activity

• Play/sketches

• Summarize

• Think-pair-share
Apply• Calculate

• Case studies

• Concept map

• Creating examples

• Demonstrations

• Flipped classroom

• Gallery walk

• Gamification

• Group work

• Lab experiments

• Map

• Problem-solving tasks

• Short answers

• Role play Analyze• Case studies

• Compare and contrast (with charts, tables, Venn diagrams)

• Concept map

• Debates

• Discussions

• Flowchart

• Graph

• Group investigation

• Mind map

• Questionnaires

• Report/survey

• Think-pair-share
Evaluate• Debates

• Compare and contrast (with charts, tables, Venn diagrams)

• Concept map

• Journal

• Pros and cons list

• Mind map

• Review paper Create• Brainstorm

• Decision-making tasks

• Develop and describe new solutions or plans

• Design project

• Performances

• Presentations

• Research projects

• Written assignment
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2) Sample Assessments

Remember• Clicker questions

• Fill in the blanks

• Label

• Match

• Multiple choice

• Quizzes

• True and false questions Understand• Concept map

• Create a summary

• Essay

• Diagrams

• Infographics

• Matrix activity

• One-minute paper

• Presentation

• Provide examples

• Quizzes

• Short answers
Apply• Discussion board post

• E-portfolio

• Lab reports

• One-minute paper

• Presentation

• Problem-solving tasks

• Short answersAnalyze• Analysis paper

• Case study

• Evaluation criteria

• Critique hypothesis, procedures etc.

• Muddiest point

• One-minute paper

• Research paper

• Review paper Evaluate• Argumentative or persuasive essay

• Debates

• Discussions

• Presentation

• Provide alternative solutions

• Report Create• Develop criteria to evaluate product or solution

• Grant proposal

• Outline alternative solutions

• Research proposal
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University of Waterloo. (2019, April 17). Bloom’s taxonomy learning activities and assessments. Centre for Teaching Excellence. https://uwaterloo.ca/centre-for-teaching-excellence/resources/teaching-tips/blooms-taxonomy-learning-activities-and-assessments

Psychomotor Domain

Psychomotor Domain: ability to use motor skills which includes physical movement, reflex and coordination to develop techniques in execution, in accuracy, and time.

Sample Activities & Assessments

Set• Knows and acts upon a sequence of steps in a manufacturing process

• Recognize one’s abilities and limitations

• Shows desire to learn a new process (motivation)
Guided Response• Performs a mathematical equation as demonstrated

• Follows instructions to build a model

• Responds hand-signals of instructor while learning to operate a forklift
Mechanism• Use a personal computer

• Repair a leaking faucet

• Drive a carComplex Overt Response• Maneuvers a car into a tight parallel parking spot

• Operates a computer quickly and accurately

• Displays competence while playing the pianoAdaptation• Responds effectively to unexpected experiences

• Modifies instruction to meet the needs of the learners

• Perform a task with a machine that it was not originally intended for (machine is not damaged and there is no danger in performing the new task)
Origination• Constructs a new theory

• Develops a new and comprehensive training programming

• Creates a new gymnastic routine

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Arkansas State University. (n.d.). Bloom’s Revised Taxonomy: Cognitive, Affective, and Psychomotor. Arkansas State. https://www.astate.edu/dotAsset/7a3b152c-b73a-45d6-b8a3-7ecf7f786f6a.pdf

Digital Focus

Use the following infographic for some suggestions on how digital tools and environments can be viewed in relation to the levels of the Taxonomy.

*Click the image to enlarge.

University of British Columbia. (n.d.). Step 1.5: Selecting technologies for learning. Office of the Provost and Vice-President Academic: UBC’s Okanagan Campus. https://provost.ok.ubc.ca/initiatives/online-transition/faculty-resources/learning-design-2/step1/step1-tech-learning/