I was once asked “Have you ever written objectives at every level of Bloom’s Taxonomy for the same content?”
I didn’t immediately answer, because this struck me as an odd thing to do. It would be a purely academic pursuit, with no business purpose. I suppose while I was pursuing my M.Ed in Adult Learning & Development, I might have been asked to do something like this.
But as I ply my skills in the corporate sector, I strive to produce performance-based training.
- Learning objectives are driven by business needs.
- Assessments mirror real world usage as much as possible.
- Learning content reflects learner needs.
I cannot think of a function for which I have ever discovered there was a business need to utilize inputs in more than one way. Thus, the learning objective should only be written to one level–the one that matters.
Sometimes, learners benefit from processing information in a variety of ways. Activities designed to facilitate learning would then represent supporting, or enabling, objectives. These might draw upon various levels a of Bloom’s taxonomy.
For example before sales professionals EVALUATE the best items to present to a prospect, they might:
- ANALYZE their prospect’s needs
- REMEMBER key features of their products
These are the supporting, or enabling, objectives that make attainment of the terminal objective easier. But the performance-based objective, the one that will impact job performance, involves evaluation. This is the one that matters.