Teaching And Learning in General Programs (TALG)

N J Rao
M1U10 Taxonomy of Learning: Knowledge Categories
Recap

20
 Explored the nature of outcomes at cognitive levels including Apply, Analyse, Evaluate and Create.
 The words representing the cognitive levels are to be used as defined in Revised-Bloom taxonomy.
 Noted that “Critical Thinking” and “Problem Solving” involve combinations of several sub-processes
of the six cognitive levels.

20
M1U10 Outcomes

M1U10-1: Understand the nature of the four general categories of knowledge.

Knowledge

 The problem of characterizing knowledge is an enduring question of philosophy and psychology




tradition. LG
Knowledge is organized and structured by the learner in line with a cognitivist-constructivist

Knowledge is domain specific and contextualized.

Categories of Knowledge
TA
General Categories
 Factual
 Conceptual
 Procedural
 Metacognitive
-

Factual Knowledge

 Consists of basic elements students must know if they are to be acquainted with the discipline or
EL

solve any of the problems in it

 Exists at a relatively low level of abstraction
Subtypes of Factual Knowledge
 Knowledge of terminology (e.g., words, numerals, signs, pictures)
PT

 Knowledge of specific details (including descriptive and prescriptive data) and elements

Samples of Factual Knowledge

Terminology: Celsius, Fahrenheit, Kelvin, Empathy, Informatics, Truth-table

Specific details:
N

 Adult human body has typically 206 Bones

 Viscosity of honey is 10,000 cP at 21.1°C
 Planck's constant = 6.62607004 × 10-34 m2 kg / s

N J Rao 1
  Humans shares about 98% of their genes with chimpanzees, 92% with mice, 76% with zebra fish and
51% with fruit flies.

Conceptual Knowledge

 A concept denotes all of the entities, phenomena, and/or relations in a given category or class by

20
using definitions.
 Concepts are abstract in that they omit the differences of the things in their extension
 Classical concepts are universal in that they apply equally to every thing in their extension.
 Concepts are also the basic elements of propositions, much the same way a word is the basic

20
semantic element of a sentence.
includes
 knowledge of categories and classifications, and the relationships between and among them
 schemas, mental models, or implicit or explicit theories
Schemas and models, and theories represent




LG
how a particular subject matter is organized and structured
how the different parts or bits of information are interconnected and interrelated in a more
systematic manner
how these parts function together
TA
Samples of Conceptual Knowledge

 Force, acceleration, velocity, mass, voltage, current, temperature, entropy, stress, strain, gene,
clone
 Theory of evolution
 Newton’s laws of motion
-

 Cell Division
 Laws of thermodynamics

Procedural Knowledge
EL

 is the “knowledge of how” to do something

 it often takes the form of a series or sequence of steps to be followed.
 includes knowledge of skills, algorithms, techniques, and methods, collectively known as procedures
PT

 also includes knowledge of the criteria used to determine when to use a given procedure
 is specific or germane to particular subject matters or academic disciplines

Examples of Procedural Knowledge

N

 Solving ordinary linear differential equation

 Determining the resultant of a given set of coplanar forces
 Determining current in a given electric circuit
 Fractional distillation

N J Rao 2
  Genome Sequencing
 Active listening

Metacognitive Knowledge

 is knowledge about cognition in general as well as awareness of and knowledge about one’s own

20
cognition.
Elements of Metacognitive knowledge
 Assessing the task at hand
 Evaluating one’s own strengths and weaknesses

20
 Planning an appropriate approach
 Applying strategies and monitoring performance
 Reflecting and adjusting one’s own approach
 Beliefs about intelligence and learning
Taxonomy of Cognitive Domain (General)

LG
TA
-
EL

When learning

 You are not dealing with knowledge elements belonging to only one category.
One may be dealing with
 Factual knowledge elements
PT

 Factual, conceptual and metacognitive elements

 Factual, conceptual, procedural and metacognitive elements
While the learner may not be directly dealing with metacognitive elements, the instructor has to deal
with metacognitive elements in organizing and designing learning events.
N

Exercises

 List three factual knowledge elements from the courses you taught or familiar with.
 List three concepts from the courses you taught or familiar with.

N J Rao 3
  List three principles from the courses you taught or familiar with.
 List three procedures from the courses you taught or familiar with.
Thank you for sharing with the instructor (talg.iiscta@gmail.com)

M1U11

20
 Understand the nature of metacognitive knowledge.

20
LG
TA
-
EL
PT
N

N J Rao 4
 M1U11 Taxonomy of Learning: Metacognitive Knowledge

N.J. Rao

Recap

20
 Defining what constitutes knowledge is still an unsettled question.
 The four general categories of knowledge are considered to be one operationally convenient way of
classifying knowledge.

M1U11

20
M1U11-1. Understand the nature and importance of Metacognitive Knowledge.

Metacognition

John Flavell, Developmental Psychologist, from Stanford University proposed the term “Metacognition” in
1975
Stephen Chew defines metacognition as



LG
“a person's awareness of his or her own level of knowledge and thought processes”
Metacognition is ‘thinking about one’s own thinking’
Metacognition represents our ability to assess our own skills, knowledge, or learning
TA
-
EL

I am engaging in metacognition

 If I notice that I am having more trouble learning A than B.

 If it strikes me that I should double-check C before accepting it as a fact.
PT

 If I become aware that I am not sure what the experimenter really wants me to do.
 If I sense I should make a note of D because I may forget.
 If I think to ask someone about E to see if I have it right.

Components of Metacognition
N

Schraw G. (1998)
 Knowledge about cognition
 Regulation of cognition

N J Rao 5
 Metacognitive Knowledge

Knowledge about one’s skills, intellectual resources, and abilities as learner.

Examples
 I understand/do not understand my intellectual strengths and weaknesses.

20
 I know/do not know what kind of information is most important to learn.
 I am good/not good at organizing information.
 I know/do not know what the teacher expects me to learn.
 I am good/not good at remembering information.

20
 I have/do not have control over how well I learn.
 I am a good/ not a good judge of how well I understand something.
Knowledge about how to implement learning procedures (e.g., strategies) and when to apply process in
various situations.
Examples
 I try/do not try to use strategies that have worked in the past.



LG
I have/do not have a specific purpose for each strategy I use.
I am aware/not aware of what strategies I use when I study.
I find myself using/not using helpful learning strategies automatically.
Application of knowledge with certain conditions presented.
TA
Examples
 I learn/do not learn best when I know something about the topic.
 I use/do not use different learning strategies depending on the situation.
 I can/can not motivate myself to learn when I need to.
 I use/do not use my intellectual strengths to compensate
-

for my weaknesses.
 I know/do not know when each strategy I use will be
most effective.
EL

Metacognitive Regulation/Control

Describes how learners monitor and control their cognitive processes.

Examples
PT

 I set/do not set specific goals before I begin a task.

 I ask/do not ask myself questions about the material before I begin.
 I create/do not create my own examples to make information more meaningful.
 I draw/do not draw pictures or diagrams to help me understand while learning.
N

 I find/do not find myself pausing regularly to check my comprehension.

 I ask/do not ask myself questions about how well I am doing while learning something new.
 I ask/do not ask others for help when I don’t understand something.

N J Rao 6
 Going Meta

 Becoming an audience for one’s own intellectual performance.

 We do not know what we are doing when we do it, but it is very hard to improve a process that we are
engaged in if we do not have a sense of what we are doing in the moment.

20
 Cognitive work is often invisible and cannot be directly observed.

Why should we be concerned?

 High performing students have better metacognitive skills.

 Weaker students typically have poor metacognition besides other things.

20
 Poor metacognition is a big part of incompetence.
Students with poor metacognition skills will often
 shorten their study time prematurely, thinking that they have mastered course material that they
barely know
 are grossly overconfident in their level of understanding

 make poor study decisions

Benefits of Metacognition
LG
underestimate or overestimate their performance in tests

 Metacognitive practices help learners to monitor their own progress and take control of their
TA
learning.
 Improving a learner’s metacognitive practices may compensate for any cognitive limitations.
 Metacognitive practices can improve academic achievement across a range of ages, cognitive
abilities, and learning domains.
 Metacognitive skills help students to transfer what they have learnt from one context to the next, or
-

from one task to a new task.

Instruction in Metacognition
EL

 helps develop a repertoire of thinking and learning skills

 fosters confidence and independence in the classroom
 encourages students to self-regulate their learning
 improves decision-making and goal-setting skills
PT

 enables students to self-assess the quality of their thinking

 helps to decide which strategies to use in which learning situations
 strengthens essential skills and employability skills
N

What can the teachers do?

 Make learning goals explicit and help students to plan strategies and ways of monitoring their
progress towards achieving these goals.
 Encourage cooperative group work where set tasks require students to discuss their understanding,

N J Rao 7
 evaluate their own work and the work of the group, and reflect on their learning.
 Use self-assessment in the classroom to promote metacognitive skills.
 Try reciprocal teaching.
 Use teacher- and peer-scaffolded interactions to support metacognitive development, and gradually

20
encourage the transition from this external or supported monitoring and control to more internalized
metacognitive processes.
 Focus on developing learners’ awareness of the strategies they use by encouraging the discussion of
strategies in class.
 Support the learners’ autonomy by allowing them to make choices on the level of difficulty of certain

20
tasks.

In conclusion

 Metacognition can increase student engagement.

 Metacognition “has the potential to empower students to take charge of their own learning and to

Resources


LG
increase the meaningfulness of students’ learning.”

Metacognition: https://www.cambridgeinternational.org/Images/272307-metacognition.pdf
 “What happens in my university classes that helps me to learn?” Teacher Education Students’
TA
Instructional Metacognitive Knowledge
https://digitalcommons.georgiasouthern.edu/ij-sotl/vol1/iss1/8/
 Thinking About Thinking: Metacognition
https://www.learner.org/courses/learningclassroom/support/09_metacog.pdf

Exercises
-

 Describe two instances of inadequate metacognitive awareness from your personal experiences.
(maximum 250 words)

EL

Describe two instances of inadequate metacognitive regulation from your personal experiences.
(maximum 250 words)
Thank you for sharing with the instructor (talg.iiscta@gmail.com)

M1U12
PT

 Understand the nature of Affective Domain of learning.

N

N J Rao 8
 M1U12 Affective Domain
Recap
 Understood the nature and importance of Metacognitive Knowledge.

M1U12: Outcomes

20
M1U12-1. Understand the nature and importance of Affective Domain in learning.

Non-cognitive Factors
 Many researchers firmly believe that non-cognitive factors and skills are equally or even more
important than cognitive aspects in educative processes.

20
 Grit, tenacity, curiosity, attitudes, self-concept, self-efficacy, anxiety coping strategies, motivation,
perseverance, confidence are among those frequently referred to as non-cognitive factors.
 Many of these factors fall into the Affective Domain.

Affective Conflict
 An individual growing in a dynamic, pluralistic, urban-industrial society encounters a fast changing


set of circumstances. LG
Young persons are confronted by a variety of experiences which were not part of pre-adult
experience of elders.
 Adults may become confused as they attempt to reconcile their own past inconsistencies and
TA
contradictions. Such confusions are easily communicated to the younger generation.
 Such climate is not conducive to healthy psychological development.
 Affective education has a significant role to resolve this problem.

Affective Domain
 is most commonly associated with feelings and emotions
-

 is usually displayed in the form of positive or negative reaction to given events, objects, behaviours,
policies or situations
 Affective behaviours are accompanied by varying degrees of feelings and reflect distinct “approach”
EL

or “avoidance” predispositions
 Person’s past experience in interacting with environment shapes the nature and scope of affective
responses (Pierce and Gray, 1981)
 An “affect” is any type, or degree of positive or negative feeling toward environmental
PT

circumstances, expressed by means of observable display of emotive, reactive, or evaluative

behaviour.
 Attitudes are largely unexamined inclinations or dispositions for or against particular objects, ideas
or actions. They serve as general feeling indicators that usually influence behaviour.
N

 Values are tested dispositional insights for or against particular objects, ideas or actions. When
some one values something, he/she assigns worth to it with reference to goals and purposes. Values
(enjoying, conserving, respecting, supporting etc.) serve as specific guides for consistent behaviour.

N J Rao 9
 Taxonomy of Affective Domain
Activities in all the three domain involve

– Sensory inputs
– Mental processing

20
– Outputs
Pierce-Gray taxonomy recognizes this three-step process and classifies the Affective Domain in terms of
increments in cognition

Pierce-Gray Taxonomy of Affective Domain

20
 Perceive  Validate
– Emotive Imprinting – Examining Values
– Response Setting – Accepting Values
 React  Affective Judge
– Emoting – Establishing Value Criteria
– Recognizing – Value Judging
–

–
Controlling
Conform
Artificial Attitude
LG 
–
–
Affective Create
Integrating Values
Inspirational Insight
– Consistent Attitude
TA
– Rationalized Attitude

Affective Domain Outcomes (samples)

Perceive
 Listen to others’ points of view on ethical issues in genetics and biotechnology
Action Verbs: ask, choose, describe, follow, give, hold, identify, locate, name, point to, select, sit,
-

erect, reply, use

React
 Discusses the nature of his/her past and present reactions to the ethical issues in genetics and
EL

biotechnology
 Discusses with classmates whether or not he/she should continue to react in the same way to the
ethical issues in genetics and biotechnology
 Assists teammates in resolving ethical issues in genetics and biotechnology
PT

Action Verbs: answer, assist, aid, comply, conform, discuss, greet, help, label, perform, practice,
present, read, recite, report, select, tell, write.
Conform
 Justify the position he/she has taken regarding the use of genetic experimentation from an ethical
N

point of view
 Display commitment to using ethical standards when resolving ethical problems in genetics and
biotechnology

N J Rao 10
 Action Verbs: complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify,
propose, read, report, select, share, study, work.
Validate
 Write a two-page paper explaining why he/she intends to maintain, revise, or discard his/her present
stance on the current genetic experimentation from an ethical point of view.

20
 Adhere to ethical standards in discussing issues in genetics and biotechnology
Action Verbs: explain, follow, justify, propose, read, report, select, share, study, work.
Affective Judge
 Given multiple stands taken on ethical issues on genetics and biotechnology by different groups,

20
develop criteria based on which one can judge the ethical issues.
Action Verbs: adhere, alter, arrange, combine, develop, complete, defend, explain, formulate,
generalize, identify, integrate, modify.
Affective Create
 Prepare a report that attempts to present his/her own ethical standard on genetics and biotechnology

LG
supported by the assumptions made and data collected.
Action Verbs: act, create, influence, modify, perform, propose, revise, serve, solve, support.

Affective Goals
Behavioural Goals are attitudes and values related to rights, feelings, and property of others including
TA
the fellow students, teacher and the institution.
Procedural Goals are attitudes and values concerned mainly with demonstrating respect for critical
thinking, objectivity, evidence and logical analysis.
Substantive Goals are attitudes and values related to economic, social, political, ethical and aesthetic
questions and issues of importance to a pluralistic society.

What role should the teacher take?

-

Should the teacher

 Try to avoid controversy?
EL

 Try to be the impartial (and neutral) observer?

 Try to instil in students acceptable values?
Suggestion
The role of “defensible partisanship” is appropriate for teachers in a culturally pluralistic and
PT

democratically oriented society.

Teacher’s attitude should be that values are not taught but they are critically examined.

Exercises

 Give examples of affective outcomes at one or more affective levels on an issue from one of the
N

courses you are familiar with.

M1U13: Psychomotor Domain

 Understand the nature and importance of Psychomotor Domain in learning.

N J Rao 11
 M1U13: Psychomotor Domain

Recap

 Understood the importance and nature of Affective Domain of learning.

20
M1U13 Outcomes

M1U13-1. Understand the importance and nature of Psychomotor Domain.

Psychomotor Domain

 Learning in psychomotor domain involves motor, muscular activities.

20
 Psychomotor learning also occurs in combination with the cognitive and affective domain learning.
 It is demonstrated by physical skills which are acquired through practice.

Psychomotor Domain

 Development of motor skills requires practice and is measured in terms of speed, precision, distance,


procedures, or techniques in execution.
LG
Examples: riding a bicycle, driving a car, playing a musical instrument, typing, acting, and running
The psychomotor activities become important and even dominant in courses in programs in Theatre,
Music, Painting, Sports, Medicine, Nursing, Dentistry, Emergency Medical Services etc.
TA
Taxonomies of Psychomotor Domain

 Ragsdale: Object-motor, Language-motor and Feeling-motor

 Simpson: Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation and
Originations
 Kibler, Barker and Miles: Gross Bodily Movements, Finely Coordinated Movements, Non-Verbal
-

Communication Behavior and Speech Behavior

 Hauesnstein: Perception, Imitation, Guided Response/Manipulation, Performance, and Perfection
 Harrow: Reflex movements, Basic-Fundamental Movements, Perceptual Abilities, Physical Abilities,
EL

Skilled Movements, and Non-Discursive Communication

Taxonomy of Psychomotor Domain

Activities in all the three domains involve

PT

– Sensory inputs
– Mental processing
– Outputs
Pierce-Gray taxonomy recognizes this three-step process and classifies the psychomotor domain in
N

terms of increments in cognition.

N J Rao 12
 Pierce and Gray Taxonomy of PD
 Psychomotor Perceive
 Maneuvere
– Sensory Transmission
– Inspecting Skills
– Physio Functional Maintenance
– Selecting Skills

20
 Activate
 Psychomotor Judge
– Physical Outputs
– Establishing Performance Criteria
– Mimicry
– Performance Judging
– Deliberate Modelling

20
 Psychomotor Create
 Execute
– Combining Skills
– Task Execution
– Performance Insight
– Operational Execution
– Skilled Execution
Psychomotor Perceive



LG
The ability to use sensory cues to guide motor activity.
Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions
that predetermine a person's response to different situations.
Example
TA
Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball.
Action Verbs: choose, describe, detect, differentiate, distinguish, identify, isolate, relate, select.

Activate

Is a 3-stage process: Physical Outputs, Mimicry and Deliberate Modelling

-

 The early stages in learning a complex skill that includes imitation, and trial and error. Adequacy of
performance is achieved by practicing.
Examples
EL

 Perform proper breathing techniques.

 Perform basic stances including aramandi, sama, muzhumandi and the related exercises.
Action Verbs: copy, trace, follow, react, reproduce, respond
PT

Execute

Is a 3-stage process: Task Execution, Operational Execution and Skilled Execution

 Learned responses have become habitual and the movements can be performed with some
confidence and proficiency
N

Examples:
 Operates a computer quickly and accurately.
 Perform tha-thai-tham adavus.
Action Verbs: Perform skillfully, react fast, reproduce fast, respond fast

N J Rao 13
 Maneuvere

Is a 2-stage process: Inspecting Skills and Selecting Skills

 Skills are well developed and the individual can modify movement patterns to fit special
requirements.

20
Examples
 Perform a task with a machine that it was not originally intended to do.
 Link different movements together.
 Prioritize equipment in order to carry fewer loads in my backpack.

20
Action Verbs: adapt, alter, change, rearrange, reorganize, revise, vary, perform, link, prioritize

Psychomotor Judge

Is a 2-stage process: Establishing Performance Criteria and Performance Judging

Skill judging involves considerably more cognitive activity than the lower levels. Actual psychomotor
activities may be even absent for the individual making judgment.
Examples


LG
Judge the singing performance of participants.
Judge the quality of a dance performance.
Action Verbs: Judge, critique, differentiate, mark, select
TA
Psychomotor Create

It is a 2-stage process: Combining Skills and Performance Insight

 Skills are combined to create a new whole
Examples
 Develop a new and comprehensive training program.
-

 Create a new gymnastic routine.

 Perform a Kuchipudi dance for a given Sanskrit poem.
 Sing a given song in a specified Raga.
EL

Action Verbs: Create, develop, perform, arrange, build, combine, compose, construct, design, initiate,
make, originate

Three Domains of Learning

PT

 Cognitive, affective and psychomotor activities are not independent of one another.
 Higher levels of affective and psychomotor activities involve more and more cognitive activities.
 Instruction needs to pay attention to these dependencies, especially to integrating affective and
psychomotor elements into cognitive activities in general courses.
N

N J Rao 14
 Taxonomy of Learning – General

20
20
LG
TA

Exercises

 Give at least one example from each one of the six relevant psychomotor levels from the courses you
-

are familiar with.

M1U14
EL

 Understand the nature and importance of taxonomy tables in the achievement of alignment among
outcomes, assessment and instruction.
PT
N

N J Rao 15
 M1U14: Taxonomy Tables

Recap

 Understood the nature and importance of Psychomotor Domain in learning, and the role of all the
three domains in all learning activities.

20
M1U14 Outcomes

M1U14-1: Understand the role of taxonomy tables in attainment of alignment among outcomes,
assessment and instruction.

20
Revised-Bloom Taxonomy

 Cognitive Domain has two dimensions:

o Cognitive Processes (Levels)

o Knowledge Categories


 LG
There are six cognitive processes and four general categories of knowledge.
A table with the six rows of cognitive processes and four categories of knowledge can serve as an
excellent tool to deal with several issues of teaching and learning.

Revised-Bloom (RB) Taxonomy Table

TA
Knowledge Categories
Cognitive
Processes Factual Conceptual Procedural Metacognitive

Remember

Understand

Apply
-

Analyze
EL

Evaluate

Create

Features of RB Taxonomy Table

PT

 A cell of the Taxonomy Table can be numbered by its cognitive process (1 to 6) and its knowledge
category (1 to 4).
 The cell (4,3) represents Analyse-Procedural outcome, instructional activity and/or assessment.
 As there is hierarchy among cognitive processes the cell (4,*) represents more complex (higher
N

level) cognitive activity than the cell (3,*), but not necessarily more difficult activity.
 The cell (4,*) implies all activities in (3,*), (2,*) and (1,*) cells.

N J Rao 16
 Elements of a Course

Three elements of a Course

 Course Outcomes representing what the students should be able to do at the end of the course (CO)
 Assessment of the course outcomes through assignments, tests and examinations (AI-Assessment

20
Item)
 Instructional activities to facilitate the learners attaining the course outcomes (IA)

Alignment

 Assessment should be in alignment with the course outcomes.

20
 Instruction should be in alignment with the assessment.
 An element of a course can be tagged by its cognitive level (action verb) and knowledge categories
(can be more than one).
 An element can be located in one or more cells of the taxonomy table based on tagging.
 Alignment among the elements of a course means being in the same cell of the taxonomy table.

Alignment in RB Taxonomy Table

Cognitive
LG Knowledge Categories

Processes Factual Conceptual Procedural Metacognitive

TA
Remember

Understand

Apply CO3, IA3, AI3

Analyze
-

Evaluate

Create
EL

Partial or No Alignment

Knowledge Categories
Cognitive
Processes Factual Conceptual Procedural Metacognitive
PT

Remember AI5 IA5, AI5 IA4

Understand IA5, AI5 IA4

Apply IA5, AI5 CO4, AI4

N

Analyze CO5

Evaluate

Create

N J Rao 17
 Alignment Issues

 CO4 is in Apply-Procedure Cell, Instructional Activity is also in the cell (3,3), but AI4 items are either
in the cell (3,1) or (3,2). Absence of Assessment Items in the cell (3,3) is unacceptable.

20
 CO5 is in Analyse-Conceptual cell, but AI5 and IA5 are not in (4,2) cell at all. This is totally
unacceptable.
 AI5 is also in the cell (1,1) is not directly related to “Analyze” cognitive process nor to “Conceptual”
category of knowledge. It is also not acceptable.

20
Proper Alignment requires

 Course Outcome and related Instructional Activities should be in complete alignment (locatable in the
same cells)
 While some (small percentage) assessment items can be in cells representing cognitive levels lower
than that of CO, significant percentage of Assessment Items should be in the same cell as that of CO.

Taxonomy Table


LG
Can facilitate achieving a specified alignment among the three elements of a course and eliminate
chance occurrences.
TA
 Can help in the design of well structured Test Item Banks, and consequently validity and reliability,
two important properties, of assessment can be achieved.
 Can serve as an effective tool for organizing tutoring.

Affective Domain Taxonomy Table

Behavioural Procedural Substantive
Affective
Goal Goal Goal
-

Level
Perceive
React
EL

Conform
Validate

Affective Judge
PT

Affective Create

Hierarchy of Affective Goals

 Procedural affective goals can be considered to be at higher level than those of behavioral affective
goals.
N

 Substantive affective goals can be considered to be higher level than those of procedural affective
goals.
 Attaining affective goals at higher levels can be that much more difficult.

N J Rao 18
 Exercises

 Write one or more assessment items (questions and/or assignments) for all the cells relevant to the
course you taught or are familiar with.

M1U15

20
 Understand how to write Outcomes of a Course within the framework of Revised-Bloom taxonomy

20
LG
TA
-
EL
PT
N

N J Rao 19