Learning to Bloom: Plan, Monitor and Evaluate (PME) Worksheet

Creating the Plan

Title of Assignment/Assessment (Task):

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a
Due Date:
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Type of Assignment/Assessment (Task)

P

Reading: Essay/Paper: Exam: E- Portfolio:

Research Paper: Quiz: Flipped Classroom Project: Service Learning

Assignment:

Group Project: Discussion: Journal Entry: Other:

What am I supposed to do for this assignment (What steps do I need to take to complete the assignment)?

1.

2.

3.

4.

5.

How and when will I complete the assignment (e.g.; assignment schedule, timeline, progress report,
checkpoints, and the like)?

1.

2.

3.

4.

5.

What have I done during and outside of class to develop and/or complete this assignment?

1.

2.
 3.

4.

5.

Monitoring the Plan

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When I designed my monitoring plan, I used the following strategy/ies to assess my learning progression,
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M along with the date I will complete my monitoring plan.

1.

2.

3.

4.

Results of my Monitoring Plan: Did I obtain the learning results I anticipated with my learning plan? Below
is a description of my results. If I did not achieve the results I wanted, my new learning plan based on the
task and learning level is included below.

1.

2.

3.

4.

5.
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Evaluating the Plan
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Below is a detailed description of my task results. I have outlined my plan's strengths, weaknesses,
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E
and effectiveness, as well as what I will do the same and what I will do differently on similar tasks in
the future.

1.After learning the assignment i will also review others assignment to understand how to improve the planning
process

2.I also ask teacher for guidance

3.I also talk to classmates if i didn't get expected results and ask why they have done right where i went wrong

4.After learning the assignment i will also review others assignment to understand how to improve the planning
 process

5.although , if i didn't get the results i wanted i look back on what i may have missed and fix them

6. have received the results i expect i knew i have done everything right with my steps

7.review my assignment and make sure its correct

8.inish the assignment after before the due date

9.I set times and details when i will accomplish amy monitoring plan

10.Through the days i will ask peers for opinions and review what they are experiencing

Level(s) of Bloom’s Taxonomy

CREATING

Definitions: put elements together to form a new coherent or functional whole; reorganize elements into a new pattern or structure (design a new set for a
theater production, write a thesis, develop an alternative hypothesis based on criteria, invent a product, compose a piece of music, write a play).
Appropriate learning outcome action verbs/language for this level include, but are not limited to: adapt, arrange, assemble, build, change, choose,
collect, combine, compile, compose, constitute, construct, create, delete, design, develop, devise, discuss, elaborate, estimate, formulate,
generate, happen, hypothesize, imagine, improve, integrate, invent, make, make up, maximize, minimize, manage, modify, organize, original,
originate, perform, plan, predict, prepare, produce, propose, rearrange, reconstruct, reorganize, revise, rewrite, solution, solve, specify,
suppose, synthesize, test, theory, and write.

EVALUATING

Definition: make judgments based on criteria and standards (e.g., detect inconsistencies or fallacies within a process or product, determine whether a
scientist’s conclusions follow from observed data, judge which of two methods is the way to solve a given problem, determine the quality of a product
based on disciplinary criteria). Appropriate learning outcome action verbs/language for this level include, but are not limited to: appraise, apprise, argue,
assess, choose, compare, conclude, consider, contrast, convince, criteria, criticize, critique, decide, deduct, defend, determine, discriminate,
disprove, estimate, evaluate, explain, grade, importance, influence, interpret, judge, justify, mark, measure, opinion, perceive, prioritize, prove,
rank, rate, recommend, review, rule on, score, select, standardize, support, test, validate, and value.

ANALYZING

Definition: break material into its constituent parts and determine how the parts relate to one another and/or to an overall structure or purpose (e.g.,
analyze the relationship between different flora and fauna in an ecological setting; analyze the relationship between different characters in a play; analyze
the relationship between different institutions in a society). Appropriate learning outcome action verbs/language for this level include, but are not limited to:
analyze, arrange, assume, break down, categorize, classify, compare, connect, conclusion, contrast, deconstruct, detect, diagram, differentiate,
discriminate, discover, dissect, distinguish, divide, examine, explain, function, identify, inference, inspect, integrate, inventory, list, monitor,
motive, order, organize, relate, relationships, separate, simplify, structure, survey, take part in, test for, and theme.

APPLYING

Definition: use information or a skill in a new situation (e.g., use Newton’s second law to solve a problem for which it is appropriate, carry out a
multivariate statistical analysis using a data set not previously encountered). Appropriate learning outcome action verbs/language for this level include, but
are not limited to: apply, build, calculate, carry out, choose, classify, complete, compute, construct, demonstrate, develop, dramatize, employ,
examine, execute, experiment, experiment with, generalize, identify, implement, infer, interpret, interview, make use of, manipulate, model,
modify, operate, organize, outline, plan, predict, select, solve, transfer, translate, use, and utilize.

UNDERSTANDING

Definition: demonstrate comprehension through one or more forms of explanation (e.g., classify a mental illness, compare ritual practices in two different
religions). Appropriate learning outcome action verbs/language for this level include, but are not limited to: abstract, arrange, articulate, associate,
categorize, clarify, classify, compare, compute, conclude, contrast, defend, demonstrate, diagram, differentiate, discuss, distinguish, estimate,
exemplify, explain, extend, extrapolate, generalize, give examples of, illustrate, infer, interpolate, interpret, match, outline, paraphrase, predict,
rearrange, relate, reorder, rephrase, represent, restate, show, summarize, transform, and translate.

REMEMBERING

Definition: retrieve, recall, or recognize relevant knowledge from long-term memory (e.g., recall dates of important events in U.S. history, remember the
components of a bacterial cell). Appropriate learning outcome action verbs/language for this level include, but are not limited to: choose, cite, define,
describe, find, how, identify, label, list, match, name, omit, outline, quote, recall, relate, report, reproduce, retrieve, select, show, spell, state,
tabulate, tell, what, when, where, which, who, and why.

Source: Anderson, Lorin W., and David R. Krathwohl, eds. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of
Educational Objectives. New York: Addison Wesley Longman, Inc.