Abstract
The purpose of this study was to report on the employment of Bloom’s revised taxonomy as a means to describe, assess and revise the learning objectives postsecondary instructors operationalized in their classroom and laboratory instruction. The study uses an example case to describe a generalizable process for assessing learning objectives instructors use within classroom instruction. The example case illustrates that 74% of the specified learning objectives utilized in classroom instruction by 26 instructors were characterized as addressing primarily lower order cognitive processes. The described method of assessing learning objectives is intended to assist instructors in two ways: 1) To help them gain a deeper understanding of the learning objectives they are employing and 2) To provide guidance for constructing and revising learning objectives so that they require higher order levels of cognition from students.
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