Download Nevid session - Society for the Teaching of Psychology

Classes in Bloom:
Jeff Nevid
St. John’s University
To contact:
[email protected]
© 2013
Jeffrey S. Nevid
All Rights Reserved
Applying Bloom’s Taxonomy in
Teaching Psychology
Presented at 2013 STP Best Practices
Conference: Research-Based Approaches
for Teaching Psychology, Atlanta, GA
Famous Blooms
Allan Bloom
Leo Bloom
Michael Bloom(berg)
Benjamin Bloom (1913-1999)
Benjamin S. Bloom: Brief Bio
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Born 1913, died 1999
B.A., M.A., Pennsylvania State University, 1935
Ph.D. in Education, University of Chicago, 1942.
Staff member of the Board of Examinations at the University of Chicago, 1940-1943
University examiner, University of Chicago, 1943-1959
Appointed instructor in the Department of Education at the University of Chicago, 1944
Appointed Charles H. Swift Distinguished Service Professor, 1970.
Served as educational adviser to the governments of Israel, India and numerous other
nations.
• President, American Educational Research Association,1965 (Preceded by Lee
Cronbach and succeeded by Julian Stanley)
Source: Eisner, E. (2000). Benjamin Bloom: 1913-1999. In Prospects: The Quarterly Review of Comparative Educaiton,
Vol. XXX, No.. 3, Paris, FR: UNESCO International Bureau of Education.
8
Major Concepts
• Specifying and Organizing Educational Objectives
• Led to development of “Taxonomy of Educational Objectives:
Handbook 1, The Cognitive Domain” (Bloom et al., 1956)
• Has helped educators throughout the work organize educational
objectives
• Hierarchical Model
• Objectives organized in a taxonomy predicated on belief that
attainment of each subsequent level depends upon ability to
perform at preceding levels in the hierarchy
• Emphasis on Mastery Learning
• How do we help students acquire skills needed to acquire basic
information, understand that information, analyze and synthesize
that information, and then evaluate that information?
Mastery Learning
[Bloom] . . . recognized that what was important in
education was not that students should be compared,
but that they should be helped to achieve the goals of
the curriculum they were studying. Goal attainment
rather than student comparison was what was
important.
Eliot Eisner, 2004
Major book titles
• 1956. Bloom, B.S.,et al. Taxonomy of educational objectives: The classification of educational
goals. Handbook I: The cognitive domain. New York: David McKay. 1980.
• 1958. Problem-solving processes of college students. Chicago: University of Chicago Press. (with
L. Broder)
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• 1964b.. New York, David McKay & Co. Taxonomy of educational obectives: Volume II, The affective
domain (with B. Masia and D. Krathwohl)
• 1966. International study of achievement in mathematics: A comparison of twelve countries. Vols. I
& II. New York, John Wiley & Sons. (T. Husén, Editor; B. Bloom, Associate Editor.)
• 1971. Handbook on formative and summative evaluation of student learning. New York, McGraw-
Hill. (with J.T. Hastings, G.F. Madaus and others.)
• 1976. Human characteristics and school learning. New York, McGraw-Hill.
• 1980. All our children learning: a primer for parents, teachers, and other educators. New York,
McGraw-Hill.
• 1981. Evaluation to improve learning. New York, McGraw-Hill. (with G.F. Madaus and J.T. Hastings.)
• 1985. Developing talent in young people. New York, Ballantine. (with L.A. Sosniak et al.)
Bloom’s Taxonomy
(Cognitive domain: original and revised)
Source: Edtechvision.org (left), http://newadventuresatwilkes.blogspot.com/2010/05/digitallearners-real-learning.html (right)
Bloom’s Taxonomy: Original vs. Revised
Bloom’s Taxonomy: Original and Revised
Source: Anderson & Krathwohl, 2001
•
Source: Royal Fireworks Press
• Source: Center for Teaching and Learning, Brigham Young University
360 Action Learning Verbs:
Find the Verbs that Match Your Learning Goals
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Old Version vs. New Version
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Bloom’s Taxonomy in the Digital Age
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Source:
http://www.dr4ward.com/dr4ward/2012/03/blooms-taxonomSoury-triangle-great-resource-for-teachers-higheredinfographic.html
The Challenges
What do we want our
students to learn?
How do we know what they are
learning?
3 / 20
1. Remembering (Knowledge)
 How do we help students acquire
basic knowledge?
Objective:
Demonstrate the
ability to remember
(recall or recognize)
acquired knowledge
 How do we help them recall what
they have learned?
To KNOW
Instructional techniques:
•Textbook reading and use of in-text
summaries and quizzes
•Lecturing and reviewing
•Linking information to existing
knowledge structures
•Practice quizzing (online, in-text, inclass)
•Journaling (writing about concepts)
•Study sheets (tied to learning
objectives and key concepts)
Origin:
before 900; Middle English
knowen, knawen, Old
English gecnāwan; cognate
with Old High German cnāhan, Old Norse knā to
know how, be able to; akin
to Latin ( g ) nōvī, Greek
gignṓskein. See gnostic
Have students acquired the basic information we want them to22
learn?
Examples:
ACTION VERBS
• RECALL
• DEFINE
• IDENTIFY
• RECALL
• DEFINE
• IDENTIFY
•Define the terms conditioned response.
unconditioned response. . .. . conditioned
stimulus?
•List six criteria for determining whether behavior
is abnormal.
•List three ways you can increase the strength of
a conditioned response.
• TELL
•Describe the apparatus Skinner used to study
operant conditioning.
• LIST
•Define the term encoding.
• LABEL
• NAME
•Define the term sensory receptor.
•List the levels in Maslow’s hierarchy of needs
from the bottom to the top of the hierarchy
2. Understanding (Comprehension)
 How do we help student grasp the
meaning and importance of
psychological concepts?
 How do we instill the “now I get it”
effect?
Objective: Demonstrate ability to
understand the meaning of the
material students have learned
Instructional techniques:
•Use of anecdotes, personal stories, case
examples, etc., to bring concepts to life
•Use of video clips, with guided questions
to illustrate key psychological concepts
•Practice in retelling, reciting, or
rehearsing acquired knowledge within
SQ3R framework
•Set up pairs of students and have
members of each pair explain concepts to
each other
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Do students understand what they have learned?
ACTION VERBS
• RECITE
• PARAPHRASE
• REWRITE
• DESCRIBE
Examples:
•In your own words, describe the following
terms: conditioned response, conditioned
stimulus, . . .
•Write a journal entry describing what you have
learned about the types of long-term memory.
•Recite the steps involved in training an animal
to acquire a conditioned response.
•In your own words, describe the Big Five model
of personality.
•Paraphrase Watson’s behaviorist challenge
(“Give me twelve healthy infants. . “)
3. Applying (Application)
How do we help students apply
psychological concepts to real-life
examples?
 What is the cash value of
psychological knowledge?
Objective: Demonstrate ability to
implement or put into use knowledge in
a given situation
Instructional techniques:
•Link psychological knowledge to real-life
examples (developing healthy eating and
sleeping habits, becoming an
authoritative parent, combating prejudice,
resisting persuasive sales techniques,
etc.)
•Use self-assessment questionnaires to
encourage students to apply concepts
discussed in class to themselves.
•Use personal vignettes, stories, and film
vignettes to link concepts to real-life
examples
Can students apply or use knowledge they have acquired?
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Examples:
ACTION VERBS
• APPLY
• DEMONSTRATE
• PREDICT
• SHOW
• USE
• SOLVE
•Show how classical and operant conditioning come into
play in daily life.
•Apply principles of classical conditioning to explain the
development of taste aversions and drug cravings.
•Apply Weber’s law to determine the amount of weight
needed to be added to detect a difference based on a
starting weight of 100 pounds.
•Apply Piagetian concepts to examples from daily life.
•Apply the representativeness heuristic to explain how
students may end up making the wrong decision about
which college to attend based on a college tour.
4. Analyzing (Analysis)
 How do we help students break
down complex systems and
conceptual frameworks into their
component parts?
How do we help them recognize the
relational connections between parts
of a complex system?
Objective: Demonstrate ability to
determine the essential parts of
a system and how they are
related to each other and to its
overall structure
Instructional techniques:
•Use visual-spatial diagrams to illustrate
relational connections between concepts
•Use concept mapping to build knowledge
structures linking related concepts.
•Apply DSM diagnoses to classifying
types of abnormal behavior
•Pose mind puzzles that require analysis
of complex systems, such as
relationships among brain structures
(Why is it impossible to tickle yourself?)
Do students understand how the parts fit together?
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Examples:
ACTION VERBS
• ANALYZE
• EXPLAIN
• DIFFERENTIATE
• SHOW HOW
• DIAGRAM
• BREAK DOWN
• RELATE
•Diagram the processes and stages of memory.
•Explain how an action potential is generated.
•Differentiate the functions of the sympathetic and
parasympathetic nervous systems.
•Explain how the three mental structures in Freud’s theory of
personality relate to each other?
•Analyze how the availability and representativeness
heuristics might lead investors to make dumb investment
decisions.
•Analyze a child’s temper tantrum based on principles of
positive and negative reinforcement
•Analyze how cocaine affects the brain at the
neurotransmitter level.
5. Evaluating (Evaluation)
How do we help students evaluate
the worth or value of psychological
concepts and theories?
How do we help them become
critical thinkers?
Definition: Demonstrate ability to
judge or assess the worth of
something in relation to a standard
or criterion; to appraise worth or
value
Instructional techniques:
•Use critical thinking exercises that challenge
students to weigh evidence and construct rival
hypotheses to claims on TV or other media
(e.g., perform a rigged ESP demonstration
and ask students to generate alternative
explanations)
•Hold a YouTube day in class (debunking
claims in online video clips about ESP, trance
hypnosis, etc.)
•Weigh the significance of psychological
research: Why does it matter in our daily
lives?
•Use assignments in which students compile
and critically review information about topics
of interest, using Wikis, video projects, and
personal journals or blogs.
Can students evaluate the value or worth of psychological
theories and principles?
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Examples:
ACTION VERBS
• EVALUATE
•Write a critique of Freud’s model of
personality, citing strengths and
weaknesses.
• JUDGE
•Evaluate the effectiveness of
psychotherapy in the light of evidence.
• APPRAISE
•Evaluate the value of the DSM system.
• COMPARE AND CONTRAST
• DEBATE
•Compare and contrast the James-Lange,
Cannon-Bard, two-factor model, and dual
pathway models of emotions.
• EXPLAIN
•Evaluate Piaget’s legacy.
• CRITIQUE
•Appraise the value of antidepressants in
treating depression in light of evidence.
6. Creating (Synthesis)
 How do we help students
apply psychological
knowledge in creative ways?
How do we help them take
multiple perspectives into
account to explain complex
phenomena?
Objectives
• Creating: Demonstrate the ability
to bring something unique into
being
• Synthesis: Demonstrate the
ability to combine elements into a
single whole or unified structure
(opposed to analysis).
Instructional techniques:
•Set up groups of students to propose ways of applying
psychological theories and concepts to address problems
such as reducing prejudice, combating substance abuse,
living healthier lives, etc.
•Explore overriding perspectives in psychology, such as
using the biopsychosocial model to explain psychological
disorders based on multiple factors and their interactions
(e.g., genetic-environmental interactions)
Can students pull information together to create novel
applications or solutions to a problem?
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Examples:
ACTION VERBS
• EXPLAIN
• CREATE
• IMAGINE
• PROPOSE
• INVENT
• MODIFY
• REORGANIZE
• SYNTHESIZE
• FORMULATE
•Set up a class exercise in which groups of students compete
with each other to propose ways of applying the contact
hypothesis to improve inter-group relations on campus.
•Assign a writing project in which students write a research
proposal based on testing a theoretical position.
•Have students propose a new psychological test or measure of a
psychological construct (e.g., anxiety) and how they would
validate it.
•Were Freud alive today, imagine what he might say about
cognitive behavior therapy.
•Set up groups of students to formulate hypotheses incorporating
risk factors and moderators and mediators to explain negative
outcomes such as divorce, obesity, and drug abuse.
Bloom Instructional Module:
Research Methods
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Objective
Example
Remembering
Define the terms independent variable,
dependent variable, and operational definition.
Understanding
Describe the basic features of the case study
method.
Applying
Apply the survey method to study the sleeping
habits of students on your campus.
Analyzing
Show how you would use the experimental
method to control for positive expectancies of
research participants.
Evaluating
Evaluate the strengths and weaknesses of the
case study method, the survey method, the
correlational method, and the experimental
method.
Creating/Synthesizing
Formulate a research design to test the
hypothesis that “opposites attract” in romantic
relationships.
Bloom Instructional Module:
Classical Conditioning
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Objective
Example
Remembering
Define the terms conditioned stimulus and
conditioned response
Understanding
Describe classical conditioning in your own
words
Applying
Give examples of classical conditioning in daily
life
Analyzing
Explain what is likely to happen to the strength
of the conditioned response if (a) you lengthen
the interval between CS and US, or (b) you
reverse the order of CS and US.
Evaluating
Explain why it is important to study classical
conditioning.
Creating/Synthesizing
Propose an alternative explanation of classical
conditioning based on a cognitivist perspective.
Propose a research study to test ways of
strengthening or weakening conditioned
responses.
Using Psychology to Teach Psychology:
The Four E’s of Effective Learning
1.
2.
3.
4.
Engage student interest
Encode important
information
Elaborate meaning
Evaluate progress
3 / 35
What’s Wrong with This Picture?
3 / 36
Why We Became Teachers
It certainly wasn’t for the money. . .
Source:
college_prof_football_coach_salaries.gif
Graph comparing college professors'
and college football coaches' average ...
joeydevilla.com
AND it certainly wasn’t
for this. . .
Which can lead to this. . .
Or maybe this (well, maybe not). But grading papers
does feel like a prison at times.
There’s got to be an easier way to make course
evaluation yield more gain and less pain.
•Source: Black Hills State University
Why measure learning
outcomes?
• To determine what our students are learning. Are our students acquiring the
knowledge and skills we expect them to learn?
• To improve learning. Knowledge from course assessments can inform how we teach
and how we help our students acquire knowledge we expect them to acquire.
• To meet accreditation standards. Course assessments provide data we can provide
to accrediting bodies, such as state education departments, regional accrediting
agencies, and professional organizations such as APA.
•
We live in an age of accountability in which regular assessment of learning outcomes is an
important tool in the accreditation process.
Background Reading
Integrated Course Assessment
Guided by three key principles. . .
• Make it seamless
• Make it sensible
• Make it work (without requiring a lot of extra work)
APA Guidelines for the
Undergraduate Psychology Major
Undergraduate Psychology Learning Goals and Outcomes:
Approved by APA Council, August 2006
• The Guidelines for the Undergraduate Psychology Major provides
details for 10 suggested goals and related learning outcomes for the
psychology major, grouped into two major categories:
• I. Knowledge, Skills, and Values Consistent with the Science and
Application of Psychology
• II. Knowledge, Skills, and Values Consistent With Liberal Education That
Are Further Developed in Psychology
• Each of these categories contains five goals:
APA Learning Goals 1-5
• I. Knowledge, Skills, and Values Consistent with the Science and
Application of Psychology
• Goal 1: Knowledge Base of Psychology
• Students will demonstrate familiarity with the major concepts, theoretical perspectives,
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empirical findings, and historical trends in psychology.
Goal 2: Research Methods in Psychology
Students will understand and apply basic research methods in psychology, including
research design, data analysis, and interpretation.
Goal 3: Critical Thinking Skills in Psychology
Students will respect and use critical and creative thinking, skeptical inquiry, and, when
possible, the scientific approach to solve problems related to behavior and mental
processes.
Goal 4: Application of Psychology
Students will understand and apply psychological principles to personal, social, and
organizational issues.
Goal 5: Values in Psychology
APA Learning Goals 6-10
• II. Knowledge, Skills, and Values Consistent With Liberal Education That
Are Further Developed in Psychology
• Goal 6: Information and Technological Literacy
• Students will demonstrate information competence and the ability to use computers and
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other technology for many purposes.
Goal 7: Communication Skills
Students will be able to communicate effectively in a variety of formats.
Goal 8: Sociocultural and International Awareness
Students will recognize, understand, and respect the complexity of sociocultural and
international diversity.
Goal 9: Personal Development
Students will develop insight into their own and others’ behavior and mental processes
and apply effective strategies for self‐management and self‐improvement.
Goal 10: Career Planning and Development
The IDEA MODEL. . .
A Simpler Model Based on Four Key Skills:
Identify . . .Key figures in psychology and parts of the body
Describe or Define. . Key terms and concepts
Evaluate or Explain. . . Underlying processes and
mechanisms
Apply. . . Concepts to examples
What’s the NEW IDEA in Course Assessment?
The IDEA Model of Course Assessment™
Bloom’s Taxonomy
THE IDEA MODEL™ OF COURSE ASSESSMENT
Integrating APA Learning Goals with Bloom’s Taxonomy
Skill Level in Bloom
Taxonomy
(Original/Revised
Model)
Knowledge/Remembering
Learning
Objectives
Active Learning
Verbs used to
Measure Skills
Acquired
APA Learning Goal 1:
Knowledge Base of
Psychology
Examples: Memory

Define key terms
Describe key
concepts
Identify parts of the
nervous system,
key figures in
psychology, etc.
Define/Describe
Application/Applying
Apply concepts to
examples
Apply

Analysis/Analyzing
Evaluate theoretical
concepts
Explain underlying
mechanisms or
processes
Evaluate scientific
evidence
Evaluate/Explain

Comprehension/Understanding
Synthesis/Evaluating
Evaluation/Creating
Identify. . . Define or Describe. .

Identify

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
Describe basic processes and
stages of memory.
Describe types of long-term
memory.
Identify methods of
measuring memory.
Identify key brain structures
involved in memory.
Apply knowledge of how
memory works to powering
up your memory.
Evaluate the reliability of
eyewitness testimony.
Explain the difference
between maintenance
rehearsal and elaborative
rehearsal.
Explain why the concept of
recovered memory is
controversial.
The IDEA Model™
. Evaluate or Explain. . . Apply . . . knowledge of psychology
The IDEA Model™ of Course Assessment. . .



Maps learning objec tives to APA learning goals and Bloom’s taxonomy
Uses ac tive learning verbs to measure learning outc omes
Keys test items to learning outc omes
Course Evaluation Matrix
Knowledge Base of Psychology: Memory
SubGoals
1. Demonstrate knowledge of processes and
stages of memory
Learning Objectives
Describe the basic processes and stages of memory.
Describe the different types of long-term memory.
Explain the roles of the semantic network model and levelsof-processing theory in memory.
Explain the difference between maintenance rehearsal and
elaborative rehearsal.
Apply constructionist theory to explain memory distortions.
Evaluate the reliability of eyewitness testimony.
Explain why the concept of recovered memory is
controversial.
2. Demonstrate knowledge of theories of
forgetting, methods of measuring
memory, and types of amnesia
Describe the major theories and factors in forgetting.
Identify different methods of measuring memory.
Describe the features of two major types of amnesia.
Keyed Test Items
[write test questions to
measure the
specific learning
objectives]
Examples of Coded Test Items:
Foundations of Modern Psychology
Identify. . .
Wundt is to ______ as James is to ______.
A) structuralism; Gestalt
B) structuralism; functionalism
C) behaviorism; Gestalt
D) behaviorism; functionalism
E) functionalism; psychoanalysis
Define or Describe. . .
Psychology is best described as a science that studies
A) The role of the mind in explaining behavior
B) How the mind controls our behavior
C) Observable behavior only
D) Mental processes only
E) Behavior and mental processes
Evaluate or Explain . . . .
Psychology is a scientific discipline in that it focuses on
A) the pursuit of truth, not simply opinion.
B) testing opinions and assumptions in the light of evidence.
C) systematically building theories to explain phenomena.
D) behavioral, as opposed to mental, processes.
E) accumulated wisdom of scholars.
Apply . . .
Animal trainer Bob Jeffers uses rewards to teach his animals to perform circus tricks. Jeffers's techniques
are based on principles from which school of psychology?
A) Behaviorism
B) Structuralism
C) Psychodynamic
D) Functionalism
E) Humanism
Need to Ground Pedagogy in
Psychological Science
Traditionally,
pedagogical features in college textbooks
development was driven by marketing concerns, not scientific
research
To
date, little research has been conducted to evaluate
effectiveness of pedagogical techniques used in class and
psychology textbooks
Textbook
developers and instructor need to draw upon
knowledge base in cognitive psychology
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Sample of Prior Research
Project
Design
Key Finding(s)
Textbook modularization
study
(comparing traditional text with
modular format)
A randomized, counterbalanced
design in which students read
two text passages, one
presented in a modularized
format and the other presented
in a narrative format.
Students who preferred the
modular approach performed
significantly better on the
accompanying quiz when they
had read the material in their
preferred format .
A randomized, counterbalanced
design in which students read
two text passages, one with
concept signaling and the other
without.
Concept signaling improved
student performance on test
items measuring knowledge of
key concepts. No differences
were found for non-signaled
(surrounding) material.
Source: Nevid & Carmony,
2002, Teaching of Psychology
Concept Signaling Study
(highlighting key concepts in
margins of text)
Source: Nevid & Lampmann,
2003, Teaching of Psychology
58
Project
Design
Key Finding(s)
Mastery Quizzing
(pre-post quizzes in class tied to
specific concepts discussed
during class)
Analyzed student performance
on course exams,
disaggregated by signaled
concepts (concepts tested in
mastery quizzes), related
concepts (other concepts
discussed on mastery quiz
days), and non-signaled
concepts (control concepts
discussed on other days).
Students showed significant
improvement in knowledge of
mastery quiz content as
assessed by pre-post lecture
comparisons.
Source:
Nevid & Mahon, 2009,
Teaching of Psychology
Mastery quizzing cues students
to attend to important concepts
discussed in class, and provides
incentives for coming to class,
coming on time, and paying
attention.
Current Study: Item Analysis of IDEA Model
STUDY DESIGN:
• Participants: Two introductory psychology courses at St. John’s University, comprising
144 students, 62 males and 82 female, mostly freshmen
• Method: Item analysis based on student performance on three non-cumulative multiple
choice exams, with test items coded by type of acquired skill (Identify, Define or
Describe, Apply, and Evaluate). Items drawn from textbook test-item file.
• Outcome measure: Student performance on each item type aggregated across the
three exams.
• Interrater Reliability: 90% concordance in blind interrater agreement study.
• Item Analysis:
Computation of item type difficulty level and discriminability
• Source: Nevid, J. S., & McClelland, N. (in press). Using action verbs as learning outcomes:
applying bloom’s taxonomy in measuring instructional objectives in introductory psychology.
Journal of Education and Training Studies.
Results: Internal Consistency
• Kuder-Richardson 20 coefficients:
• Range from .75 to .86 for item types (I, D, E, and A type questions),
demonstrating adequate internal consistency for all item types.
Also, intercorrelations among item types were high (rs = .69 to .83), which is
suggestive of an underlying factor of general cognitive ability.
Results: Item Difficulty
• Consistent with the Bloom taxonomy, “E” questions (Evaluate
or Explain) proved to be more difficult than “I “(Identify), “D”
(Define or Describe) , and “A“ (Apply) questions.
• Also consistent with Bloom’s taxonomy, “A” questions were
more difficult than “D” questions.
• “I” questions were more difficult than “D” questions.
• Average difficulty levels for the four item types fell within a
moderate range of difficulty (range = .53 to .64).
Item Difficulty
Identify
Define/Describe
Evaluate/Explain
Apply
Item Type
0
0.2
0.4
0.6
Difficulty Level
0.8
Results: Item Discrimination Index
• The higher the discrimination index, the better the items are in
discriminating between poorer and better students
> .20 for marginally good discriminability
> .30 for reasonably good discriminability
• “Evaluate” and “explain” questions were not only the most
difficult items, but were also the best discriminating items:
• Highest item discrimination index overall (.33)
• Highest percentage of items (61%) reaching .30 criterion of
reasonably good discrimination
Item Discrimination Index
Identify
Define/Describe
Evaluate/Explain
Apply
Item Type
0
0.1
0.2
0.3
Discrimination Index
0.4
Item Difficulty and Item Discrimination by
Item Type in IDEA Model
Item Difficulty
Item Type
M
SD
Identify
.60
.14
Define/Describe
.64
.15
Evaluate/Explain
.53
.15
Apply
.60
.12
Item Discrimination Index
Item Type
M
SD
Identify
.29
.17
Define/Describe
.32
.14
Evaluate/Explain
.33
.15
Apply
.27
.17
Note: Difficulty is based on the proportion of students answering items correctly, which is
averaged by question type. The item discrimination index represents the difference between the
proportion of students answering an item correctly in the top 27% of the class versus the bottom
27% of the class, averaged by question type.
Summary
• The action verbs used comprised skills relating to identifying,
defining or describing, evaluating or explaining, and applying
knowledge of basic concepts in psychology.
• Exam performance demonstrated higher level cognitive skills
represented by action verbs evaluating and explaining were
the most difficult for students to acquire, but also were the
best discriminating items.
• Take-Away Message:
• The IDEA model allows instructors to integrate APA learning
goals with course examinations by coding test items that
measure acquired skills consistent with learning objectives.
• The IDEA Model provides a heuristic framework for evaluating
areas of relative strength and weakness in acquired skills in
college coursework organized within a hierarchical model of
learning goals (Bloom’s taxonomy).
• By identifying skills deficiencies, instructors can tailor teaching
strategies to strengthen these types of learning outcomes.
Before we end. . .
Four Key Steps for Mapping Active Learning Verbs to
Learning Outcomes
Step 1. . .
Determine the skill set you would like your students to
acquire in a particular course
•
Specify learning objectives for each text chapter or instructional
unit
Step 2 . . .
Select learning verbs to measure skills you want to assess
•
Use action verbs to frame learning objectives
Step 3 . . .
Key course exams to learning objectives and action verbs
•
•
Write items for each type of action verb
Use textbook test-item file (you may need to retrofit key items
to particular learning verbs)
Step 4 . . .
Measure student performance on exams to evaluate
student competencies
•
•
•
Use machine-scored (Scantron) forms to break down
performance on each acquired skill (e.g., Identify . . . Define or
Describe . . . Evaluate or Explain . . Apply)
Basic Scantron system can be set up to provide four subtest
scores (I,D,E,A), two on front and two on back of standard
Scantron form
Advanced Scantron system connected to computer can
generate any combination of subtest scores
Sample References from the
St. John’s University Pedagogy Research Program
•
Nevid, J. S., & Carmony, T. M. (2002). Traditional versus modular format in presenting textual
material in introductory psychology. Teaching of Psychology, 29, 237 – 238.
•
Nevid, J. S. (2003, September). Helping students get the point: Concept signaling as a
pedagogical aid. Paper presented at the conference, Taking Off: Best Practices in Teaching
Introductory Psychology, Atlanta, GA.
•
Nevid, J. S., & Lampmann, J. L. (2003). Effects on content acquisition of signaling key concepts in
text material Teaching of Psychology, 30, 227-229
•
Nevid, J. S. (2004, January). Graphing psychology: The effective use of graphs and figures in
teaching introductory psychology. Invited address at the presented at the 26th Annual National
Institute on the Teaching of Psychology, St. Petersburg, FL.
•
Nevid, J. S. (2004, February). Evidence-based pedagogy: Using research to find new ways to
help students learn. Invited closing address presented at the 11th Midwest Institute for Students
and Teachers of Psychology (MISTOP), Glen Ellyn, IL.
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Sample References (contd.)
•
Nevid, J. S., & Forlenza, N. (2005). Graphing psychology: An analysis of the most commonly
used graphs in introductory textbooks. Teaching of Psychology, 32, 253-256.
•
Nevid, J. S. (2006, February). In pursuit of the “perfect lecture.” APS Observer, Teaching Tips,
Vol. 19(2).
•
Nevid, J. S., & Blitzer, J. R. (2006, August). Educational benefits of mastery quizzes as
signaling devices. Poster presented at the annual meeting of the American Psychological
Association, New Orleans, LA.
•
Nevid, J. S., & Mahon, K. (2009). Mastery quizzing as a signaling device to cue attention to
lecture material. Teaching of Psychology, 36, 29-32.
•
Nevid, J. S. (2009/2010, Winter). Reaching and teaching millennial students. Psychology
Teacher Network, 19(4) pp. 1, 3, 4.
•
Nevid, J. S. (2011). Teaching the millennials. APS Observer, Teaching Tips, 24(5), in press.
•
Nevid, J.S., McClelland, N., & Pastava, A. (2011, August). Using action verbs as learning
outcomes in introductory psychology. Poster presented at the meeting of the American
Psychological Association, Washington, DC.
•
Nevid, J. S., & McClelland, N. (2011, October). A new IDEA in course assessment: Linking
learning goals to skills assessed in introductory psychology. Paper presented at the Best
Practices in Teaching Introductory Psychology Conference, Atlanta, GA.
•
Nevid, J.S., Pastva, A., & McClelland, N. (2012). Writing-to-learn assignments in introductory
psychology: Is there a learning benefit? Teaching of Psychology, 39, 272-275.
•
Nevid, J. S., & McClelland, N. (in press). Using action verbs as learning outcomes: applying
bloom’s taxonomy in measuring instructional objectives in introductory psychology. Journal
of Education and Training Studies.
Thank you!
Please share with me your ideas about teaching psychology:
[email protected]
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