Learning and Teaching Investment Fund final report Development of a hierarchical assessment structural meta-pattern for the undergraduate logistics and supply chain management program that demonstrates alignment with Bloom’s Taxonomy Associate Professor Mathews Nkhoma Business/Centre of Commerce and Business February 2016 Internal order number: 380399 Project leader contact details: Email: [email protected] Phone: Vn 1316 Project team members: • Associate Professor Joan Richardson • Associate Professor Booi Kam • Dr Charles Lau Funding scheme LTIF contestable Program Development Fund RMIT Vietnam Program Development Fund X
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Learning and Teaching Investment Fund final report
Development of a hierarchical assessment structural meta-pattern for the undergraduate logistics and supply chain management program that demonstrates alignment with Bloom’s Taxonomy Associate Professor Mathews Nkhoma Business/Centre of Commerce and Business
February 2016
Internal order number: 380399
Project leader contact details:
Email: [email protected]
Phone: Vn 1316
Project team members:
• Associate Professor Joan Richardson
• Associate Professor Booi Kam
• Dr Charles Lau
Funding scheme
LTIF contestable
Program Development Fund
RMIT Vietnam Program Development Fund X
Development of a hierarchical assessment structural meta-pattern
1 Executive summary This project developed a Progressive Assessment Matrix (PAM) that aligned assessments and targeted learning outcomes at each stage of the learning life-cycle using Bloom’s action verb cognitive descriptors to illustrate assessment depth for both knowledge learnt and cognitive processing required. The categories of assessment questions used were:
• multiple choice/quiz
• short answer
• written communication
• case study analysis; and
• project work.
Bloom’s Taxonomy contends that student learning and skill development is an incremental process - from remembering, understanding, applying to analysing, evaluating and creating. As a recognised yardstick for measuring student learning outcomes, the forms of assessment at different stages of the student learning cycle should thus correspondingly vary to generate the desired effects of incremental learning. To maximise the effects of incremental learning, a mode of assessment delivery that inspires student self-learning is indispensable, as a pinnacle. The taxonomy offers a framework for instructing the cognitive learning content (Oliver et al. 2004), and the design of assessment (Scott 2003).
The project used Bloom’s descriptors to inform examples of assessments in each of the five question categories using the knowledge and cognitive (Bloom’s) Process dimensions. Figure 1 illustrates the changing descriptors underpinning assessment examples of different depth.
Figure 1. Bloom’s descriptors for knowledge and cognitive process dimensions
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Development of a hierarchical assessment structural meta-pattern
Figure 2 provides descriptions and examples of questions using Bloom’s action verbs to guide the level of assessment difficulty for quiz type assessment exemplars across the Knowledge and Cognitive Load Domains. The cells within the matrix were designed to contain information on the relative relevance of each assessment form at each Bloom level, providing guidelines for selecting the most appropriate mode of assessment following the learning progression suggested by Bloom.
The PAM developed was applied to assess the alignment of two undergraduate programs – Information Systems (IS) and Logistics and Supply Chain Management (LSCM) - in SBITL in Melbourne and Vietnam to their course and program level outcomes. The results of our analysis suggest little coherence in the forms of assessment among courses in the BBus (IS) and BBus (LSCM) programs. Introductory level and capstone courses both share similar forms of assessment. This lack of coherence impedes knowledge acquisition and cognitive development in a progressive manner, adding to confusion in terms of students’ appreciation of the purposes of assessments at different levels of learning. The complexity of course delivery across locations further limits any intention to structure standardised assignments for the same course across the entire program. For instance, facilitated group projects and oral presentations are generally avoided in courses offered through OUA but are typical features of courses thought in face-to-face mode.
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Development of a hierarchical assessment structural meta-pattern
Figure 2. Quiz type assessment exemplars across knowledge and cognitive load domains
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Development of a hierarchical assessment structural meta-pattern
2 Applications The PAM developed was applied to two undergraduate programs – Information Systems (IS) and Logistics and Supply Chain Management (LSCM) - in SBITL in Melbourne and Vietnam as case studies. The assessment types were evaluated against associated Bloom’s level of difficulty and the learning outcomes in each course in the BBus (IS) and the BBus (SCLM) programs. Types of assessment reviewed included multiple choice/ quiz, short answer, written communication, case study analysis and project work. Schedules of course delivery were used to enable an ordering of courseware delivery.
Incremental learning progression was analysed. An implicit expectation associated with ordered progression through a program is that course content and levels of complexity increase incrementally arising from adapting what has been learned to new example(s) (Geng and Smith-Miles 2009). In addition the alignment with professional bodies requirements from increasing depth were ascertained.
The description of courses were used to generate the information needed to conduct the program based comprehensive analysis of incrementally increasing assessment depth levels, according to Bloom’s Taxonomy. In addition to an assessment of aligning learning outcomes and assessment by courses within a program, an analysis that informs alignment with professional Body of Knowledge requirements was undertaken. Figures 3 and 4 are examples of the course learning outcomes and assessment matrix developed for the BBus (LSCM) and the BBus (IS) programs.
Figure 3. Example of course learning outcomes as assessment tasks in BBus (LSCM)
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Development of a hierarchical assessment structural meta-pattern
Figure 4. Example of course learning outcomes as assessment tasks in BBus (IS)
2.1 Revised Bloom’s Taxonomy (RBT) Among other modifications, Anderson and Krathwohl’s (2001) revision of the original Bloom’s Taxonomy (Bloom & Krathwohl, 1956) redefines the cognitive domain as the intersection of the Cognitive Process Dimension and the Knowledge Dimension. This document offers a three-dimensional representation of the revised taxonomy of the cognitive domain. Although the Cognitive Process and Knowledge dimensions are represented as hierarchical steps, the distinctions between categories are not always clear-cut. For example, all procedural knowledge is not necessarily more abstract than all conceptual knowledge; and an objective that involves analyzing or evaluating may require thinking skills that are no less complex than one that involves creating. It is generally understood, nonetheless, that lower order thinking skills are subsumed by, and provide the foundation for higher order thinking skills. The Knowledge Dimension classifies four types of knowledge that learners may be expected to acquire or construct— ranging from concrete to abstract (Table 5)
Source: Iowa State University, available online at: http://www.celt.iastate.edu/wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf Table 5. The Knowledge Dimension
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Development of a hierarchical assessment structural meta-pattern
2.2 Generic Business Program (GBP) Table 7 describes the AQF specification for the Bachelor Degree (i.e. AQF Level 7) includes the following:
Bachelor Degree – AQF Level 7
Headings Learning Outcomes
Knowledge Graduates of Bachelor Degree will have:
K1 A broad and coherent body of knowledge
K2 Depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning
Skills Graduates of a Bachelor Degree will have:
S1 Cognitive skills to review, critically analyse, consolidate and synthesise knowledge
S2 Cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas
S3 Cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence
S4 Communication skills to present a clear, coherent and independent exposition of knowledge and ideas
Application of Knowledge and Skills Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills:
A1 Initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship
A2 Adapt knowledge and skills in diverse contexts
A3 Responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters
Table 7. AQF specification for the Bachelor degree
Apart from the above, generic learning outcomes are also incorporated into various qualifications. Generic learning outcomes are the transferable, non-discipline specific skills a graduate may achieve through learning that have application in study, work and life contexts. The four broad categories of generic learning outcomes recognised in the AQF include the following:
• fundamental skills, such as, literacy and numeracy appropriate to the level and qualification type
• people skills, such as working with others and communication skills • thinking skills, such as learning to learn, decision making and problem solving • personal skills, such as self direction and acting with integrity.
Figure 5 matches AQF Level 7 descriptors against the revised Bloom’s Taxonomy (RBT).
Figure 5. AQF Level 7 descriptors against the revised Bloom’s taxonomy (RBT)
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Development of a hierarchical assessment structural meta-pattern
Applying the concept of mixing fundamental discipline free courses with advanced discipline specific courses, a Generic Business Program (GBP) structure incorporating the concept of progressive learning could be created. Figure 3 illustrates incremental learning by program year.
2.3 Progressive Assessment Matrix (PAM) Collectively, the courses in the GBP will achieve the desired program learning outcomes which should align with the AQF Level 7 descriptors. For each of the courses in the GBP, certain types of assessment method can be used to achieve course learning outcomes. A set of tables can be created corresponding to the set of assessment types Combining the GPB and the assessment type tables, a Progressive Assessment Matrix (PAM) can be formed. Meta-patterns of assessment are possible using the PAM that provides examples of each type of assessment against Blooms cognitive and knowledge dimensions using Bloom’s action verb descriptors. Figures 7, 8, 9, 10 and 11 detail assessment types against Blooms, to guide assessment development and testing.
Course Year 1* Year 2^ Year 3# 1 Fundamental Fundamental Specific 2 Fundamental Specific Specific 3 Fundamental Specific Specific 4 Fundamental Specific Specific 5 Fundamental Specific Fundamental/Specific 6 Fundamental Specific Fundamental/Specific 7 Fundamental Specific Fundamental/Specific 8 Fundamental Specific Fundamental/Specific
* Common business core course ^ Discipline specific course (1st major) # Discipline specific course (2nd major or 1st minor or 2nd minor) or general student selective
Figure 6. Incremental learning by program year
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Development of a hierarchical assessment structural meta-pattern
Bloom’s descriptors – Assessment types: Quiz, short answers, written communication, case study and projects
Action verb General description of assessment Example of assessment task Action verb General description of assessment Example of assessment task Action verb General description of assessment Example of assessment task Action verbGeneral description of
assessmentExample of assessment task Action verb General description of assessment Example of assessment task Action verb
General description of assessment
Example of assessment task
§ Quiz: § Match
Questions to test if students can match a business strategy to an operation plan evidencing recognition of appropriate concepts, theories and procedures, reflecting what they have learnt.
A MCQ that provides students with a business strategy and asks students to match that to a given set of freight forwarding operational plan.
§ Demonstrate
Questions to test if students can demonstrate an understanding of appropriate concept theories and procedures underpinning effective business strategy, reflecting what they have learnt.
A MCQ that provides students with a business strategy and asks them to identify the concept underpinned that strategy as a demonstration of the understanding.
§ Identify
Questions to test if students can identify an appropriate concepts, theories and procedures required for developing a particular business strategy, reflecting what they have learnt.
A MCQ that provides students with a particular business strategy and asks them to identify the appropriate concept for developing the strategy.
§ Discover
Questions requiring students to discover the characteristics of different business strategies with the objective of identifying the components required to achieve high performance, reflecting what they have learnt.
A MCQ that provides students with several supply chain strategies and ask them to discover the components most suited to achieving cost efficiency.
§ Rule on
Questions requiring students to rule on the efficacy of different business strategies based on a list of characteristics reflecting resource utilisation, reflecting what they have learnt.
A MCQ that provides students with a list of characteristics reflecting resource utilisation to support business efficacy and ask them to rule on the most effectve combination of characteristics.
§ Choose
Questions requiring students to choose an effective solution from a list of equally plausible solutions to address an organisational performance issue, reflecting what they have learnt.
A MCQ that provides students with a list of equally plausible solutions to address an organisational performance issue and ask them to choose the most effectve solution.
§ Short Answers § RelateQuestions asking students to relate concepts and theories to multiple environmental contexts reflecting what they have learnt.
A Question asking students to relate concepts and theories to multiple environmental contexts.
§ Demonstrate
Questions asking students to demonstrate an understanding of the use of concepts and theories in multiple environmental contexts reflecting what they have learnt.
A Question asking students to demonstrate an understanding of the use of concepts and theories in multiple environmental contexts.
§ Apply
Questions asking students to apply an understanding of concepts and theories to infer business performance in multiple environmental contexts, reflecting what they have learnt.
A Question asking students to apply an understanding of concepts and theories to infer business performance in multiple environmental contexts.
§ Analyse
Questions asking students to analyse business performance in multiple environmental contexts to demonstrate an understanding of concepts and theories, reflecting what they have learnt.
A Question asking students to analyse business performance in multiple environmental contexts to demonstrate an understanding of concepts and theories.
§ Conclude
Questions asking students to draw conclusion from an analysis of business performance in multiple environmental contexts to demonstrate an understanding of concepts and theories, reflecting what they have learnt.
A Question asking students to draw conclusion from an analysis of business performance in multiple environmental contexts to demonstrate an understanding of concepts and theories.
§ Design
Questions asking students to design a solution to a problem described in a business performance report which requires a demonstration of an understanding of concepts and theories, reflecting what they have learnt.
A Question asking students to design a solution to a problem described in a business performance report which requires a demonstration of an understanding of concepts and theories.
§ Written Communication
§ Define
Business Reports requiring students to define operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to define operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Infer
Business Reports requiring students to infer the conceptual meaning of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to infer the conceptual meaning of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Model
Business Reports requiring students to generate conceptual models of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to generate conceptual models of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Conclude
Business Reports requiring students to develop conclusions based on an analysis of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to develop conclusions based on an analysis of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Recommend
Business Reports requiring students to recommend solutions based on an analysis of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to recommend solutions based on an analysis of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Propose
Business Reports requiring students to propose changes to operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to to propose changes to operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Case Study § Show
Case Studies requiring students to show business practices in terms of strategic direction based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to review its operation strategies and show their objectives based on the terminologies, theories, and methods introduced in the course.
§ Extend
Case Studies requiring students to extend business practices to reflect new strategic direction based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to review its operation practices and extend them to reflect new strategic direction based on the terminologies, theories, and methods introduced in the course.
§ Construct
Case Studies requiring students to construct new business practices to augment strategic requirements based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to construct new operation practices to augment its strategic requirements based on the terminologies, theories, and methods introduced in the course.
§ Classify
Case Studies requiring students to classify business practices to develop strategic resources based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to classify supply chain practices to develop strategic resources based on the terminologies, theories, and methods introduced in the course.
§ Interpret
Case Studies requiring students to interpret business practices to generate new strategies based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to interpret its supply chain practices to generate new operation strategies based on the terminologies, theories, and methods introduced in the course.
§ Create
Case Studies requiring students to review business practices to identify problems and create solutions based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to review its supply chain practices to identify problems and create solutions based on the terminologies, theories, and methods introduced in the course.
§ Project § Label
Investigative Projects that ask students to label business practices in terms of strategic constructs based on the terminologies, theories, and methods introduced in the course.
An Investigative Project of a freight transport logistics company asking students to review its operation strategies and label them in terms of strategic constructs based on the terminologies, theories, and methods introduced in the course.
§ Translate
Investigative Projects that ask students to translate business practices into strategic constructs developed from theories and methods introduced in the course.
An Investigative Project of a freight transport logistics company asking students to interpret its operation strategies and translate them into strategic constructsdeveloped from theories and methods introduced in the course.
§ Solve
Investigative Projects that ask students to examine business challenges and offer solutions based on theories and methods acquired from the course.
An Investigative Project of a freight transport logistics company asking students to appraise its operation challenges and develop solutions based on theories and methods acquired from the course.
§ Conclude
Investigative Projects that require students to come out with a conclusion regarding the efficacy of different business strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
An Investigative Project of a freight transport logistics company requiring students to analyse the efficacy of its supply chain strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
§ Recommend
Investigative Projects that require students to develop recommendations to increase the efficacy of different business strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
An Investigative Project of a freight transport logistics company requiring students to develop recommendations to increase the efficacy of its supply chain strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
§ Build
Investigative Projects that require students to build business precesses based on recommendations developed to increase the efficacy of different business strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
An Investigative Project of a freight transport logistics company requiring students to build business processes based on recommendations to increase the efficacy of its supply chain strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
§ Quiz: § Find
Questions to test if students can find an answer that evidences recognition of techniques, methods and procedures, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures and asks students to find the procedure that best facilitates freight forwarding functions.
§ Compare
Questions to test if students can compare techniques and procedures designed to improve business performance with the view to identify the most effective technique, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve business performance and asks them to compare their relative effectiveness based on a freight forwarding context.
§ Select
Questions to test if students can select an answer that best reflect the techniques and procedures designed to improve business performance, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve business performance and asks them to select the procedure most suited to improving supply chain collaboration.
§ Distinguish
Questions to test if students can distinguish between suitable techniques and procedures designed to improve business performance, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve business performance and asks them to distinguish the characteristics of the procedures most suited to improving supply chain collaboration.
§ Rate
Questions to test if students can rate the suitability of different operation procedures designed to improve a specific operation based on their characteristics, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve freight forwarding and asks them to rate the suitability of each procedure based on the characteristics provided.
§ Choose
Questions to test if students can choose the most suitable operation procedures for a specific business function based on the characteristics described, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve freight forwarding and asks them to choose the most suitable procedure based on the characteristics described.
§ Short Answers § NameQuestions asking students to name techniques, methods and procedures of business practices reflecting what they have learnt.
A Question asking students to name techniques, methods and procedures of business practices reflecting what they have learnt.
§ Infer
Questions asking students to infer relevant techniques, methods and procedures for designing business system in organisations, reflecting what they have learnt.
A Question asking students to infer relevant techniques, methods and procedures for designing business information system in organisations.
§ organiseQuestions asking students to organise a range of procedures for developing an effective business performance system.
A Question asking students to organise a range of procedures for developing an effective business performance system.
§ Categorise
Questions asking students to categorise a range of business performance system based on resource usage.
A Question asking students to categorise a range of business performance system based on resource usage.
§ Interpret
Questions asking students to interpret business performance based on resource usage and operation effectiveness.
A Question asking students to interpret business performance based on resource usage and operation effectiveness.
§ Formulate
Questions asking students to formulate new business performance system based on resource usage and operation effectiveness.
A Question asking students to formulate new business performance system based on resource usage and operation effectiveness.
§ Written Communication
§ ListBusiness Reports requiring students to list criteria and procedures used to design operation processes in oraganisations.
A Business Report asking students to list criteria and procedures used to design operation processes in logistics oraganisations.
§ Demonstrate
Business Reports requiring students to demonstrate an understanding of the criteria and procedures used to design operation processes in oraganisations.
A Business Report asking students to demonstrate an understanding of the criteria and procedures used to design operation processes in oraganisations by explaining the reasons for their selection.
§ Apply
Business Reports requiring students to apply a set of criteria and procedures used to design operation processes in oraganisations to different market contexts.
A Business Report asking students to apply a set of criteria and procedures used to design operation processes in oraganisations to different market contexts.
§ Classify
Business Reports requiring students to classify criteria and procedures used to design operation processes according to resource requirements.
A Business Report asking students to to classify criteria and procedures used to design operation processes according to resource requirements.
§ Prioritise
Business Reports requiring students to prioritise criteria and procedures used to design operation processes according to resource requirements.
A Business Report asking students to to prioritise criteria and procedures used to design operation processes according to resource requirements.
§ Modify
Business Reports requiring students to modify criteria and procedures used to increase the effectiveness of operation processes according to resource requirements.
A Business Report asking students to modify criteria and procedures used to increase the effectiveness of operation processes according to resource requirements.
§ Case Study § Name
Case Studies requiring students to identify and name the different techniques and methods used by organisations in practice to increase business performance.
A Case Study of the supply chain operations of a freight transport logistics company requiring students to identify and name the techniques and methods it used to gain cost efficiency.
§ Interpret
Case Studies requiring students to show how the efficacy of different techniques and methods introduced in the course could be interpreted based on their use in business practice.
A Case Study of the freight transport logistics industry requiring students to interpret the efficacy of different techniques and methods introduced in the course based on the extent to which, and the manner in which, these techniques had been used in the industry.
§ Experiment with
Case Studies requring students to experiment with techniques and methods introduced in the course to develop strategic business operations.
A Case Study requiring students to experiment with using techniques and methods introduced in the course to develop a set of service standards for the freight transport and logistics industry.
§ Distinguish
Case Studies requiring students to distinguish the usefulness of methods and techniques introduced in the course under different business operations.
A Case Study of freight and transport logistics operations requiring students to distinguish the usefulness of methods and techniques introduced in the course under different market environments.
§ Interpret
Case Studies requiring students to interpret the efficacy of the techniques and methods introduced in the course with respect to their potential to influence business practices.
A Case Study of freight transport logistics operations that require students to interpret the efficacy of the techniques and methods introduced in the course with respect to their potential to influence operation practices in the industry.
§ Change
Case Studies requiring students to review how techniques and methods introduced in the course can be employed to change business practices in different market environments.
A Case Study of a freight transport logistics company that requires students to formulate a new set of operation strategies and processes using techniques and methods introduced in the course to enable the case company to achieve a higher level of performance using the existing level of resources.
§ Project § Show
Investigative Projects that require students to show how different techniques and methods introduced in the course have been used in practice.
An Investigative Project of a freight transport logistics company requiring students to show whether and how the technique of cross-docking had been utilised by the case company to achieve cost efficiency in the services it provided.
§ Show
Investigative Projects focusing on showing how techniques and methods introduced in the course could be extended to different types of business operations.
An Investigative Project of a freight transport logistics company requiring students to show how techniques and methods introduced in the course had been used by the case company to plan and schedule the range of services it offered.
§ Experiment with
Investigative Projects focusing on experiment with techniques and methods introduced in the course to develop strategic business operations.
An Investigative Project of a freight transport logistics company requiring students to experiment with using techniques and methods introduced in the course to develop an alternative set of services that could improve operation efficiency and service effectiveness compared with the existing range of services the company offered.
§ Distinguish
Investigative Projects designed to assist students to distinguish how methods and techniques introduced in the course could be applied to different business operations.
An Investigative Project of a freight transport logistics company that requires students to analyse its operation strategies with a view to distinguishing the different methods and techniques that the case company had used under different operation environements.
§ Influence
Investigative Projects requiring students to evaluate whether the techniques and methods introduced in the course have the potential to influence business practices.
An Investigative Project of a freight transport logistics company that requires students to demonstrate to the company's senior management the value of the techniques and methods introduced in the course by completing a simulation exercise that shows how using those techniques could shed more light on the company's performance under different operating environments.
§ Formulate
Investigative Projects requiring students to formulate new business strategies using techniques and methods introduced in the course in different business contexts.
An Investigative Project of a freight transport logistics company that requires students to formulate a new set of operation strategies and processes using techniques and methods introduced in the course to enable the case company to achieve a higher level of performance using the existing level of resources.
§ Quiz: § Choose
Questions to test if students can choose an answer that evidences recognition of concepts and principles and the inter-relationships that facilitate functions.
A MCQ that provides students with a set of operation concepts and asks students to choose the set that best facilitates freight forwarding functions.
§ Infer
Questions to test if students can infer good business practices from the relationships within operational guidelines.
A MCQ that presents differenent sets of operational guidelines and asks students to infer the set that does not represent good supply chain practice.
§ IdentifyQuestions that require students to solve problems by applying acquired knowledge, facts, techniques and rules in a different way.
A MCQ that provides students a freight forwarding problem and optional solutions that require students to identify the solution that uses rules in a different way.
§ Dissect
Questions that require students to examine and break information into parts by identify motives or courses.
A MCQ that gives studensts a description of supply chain operation that requires students to critically analyse the component functions to identify reasons for decision making.
§ JudgeQuestions require students to analyse information (recommendations) and judge and evaluate suitability.
A MCQ that provides studenst a set of recommendations for supply chain operation and ask them to judge their relative suitability.
§ Combine
Questions that require students to combine information from a range of sources to provide new insights and innovative solutions.
A MCQ that provides studensts with information from different suppliers and retailers and ask them to rate the potential of the insights generated from the data to produce innovative solutions.
§ Short Answers § DefineQuestions asking students to define theories, models and principles of business practices reflecting what they have learnt.
A Question asking students to define theories, models and principles of business practices to improve supply chain efficiency.
§ Explain
Questions asking students to explain theories, models and principles of business practices reflecting what they have learnt.
A Question asking students to explain theories, models and principles of business practices to improve supply chain efficiency.
§ Make use ofQuestions asking students to make use of theories, models and principles of business practices to improve operations.
A Question asking students to make use of theories, models and principles of business practices to improve operations.
§ Analyse
Questions asking students to analyse business practices using theories, models and principles of business practices.
A Question asking students to analyse business practices using theories, models and principles of business practices.
§ DeductQuestions asking students to deduce theories, models and principles based on business practices of organisations.
A Question asking students to deduce theories, models and principles based on business practices of organisations.
§ Compose
Questions asking students to compose a changed model or a set of principles based on business practices of organisations.
A Question asking students to compose a changed model or a set of principles based on business practices of organisations.
§ Written Communication
§ DefineBusiness Reports requiring students to define the concepts underpinning different types of elements introduced in course.
A Business Report asking students to define the concepts underpinning different types of information resources used by organisations in its routine business operations.
§ Interpret
Business Reports requiring students to interpret the concepts underpining different types of elements introduced in course.
A Business Report asking students to interpret the concepts underpinning different types of information resources used by organisations in its routine business operations.
§ DevelopBusiness Reports requiring students to develop new concepts underpining different types of elements introduced in course.
A Business Report asking students to develop new concepts underpinning different types of information resources used by organisations in different market settings.
§ Compare
Business Reports requiring students to compare concepts underpining different types of elements introduced in course.
A Business Report asking students to compare concepts between use of information resources and technological resources in business organisations.
§ Deduct
Business Reports requiring students to deduce the conceptual meanings relating to the use of different types of elements introduced in course.
A Business Report asking students to deduce the conceptual meanings relating to the use of different types of information and technological resources in business organisations under various market contexts.
§ Discuss
Business Reports requiring students to discuss the conceptual meanings relating to the use of different types of elements introduced in course.
A Business Report asking students to discuss the conceptual meanings relating to the use of different types of information and technological resources in business organisations under various market contexts.
§ Case Study § RelateCase studies that require students to relate different types of conceptual linked elements introduced in the course.
A Case Study of a freight transport logistics company requiring students to relate the service attributes to assure efficient transport resources used.
§ Classify
Case Studies requiring students to classify business elements introduced in the course in a conceptually meaningful way.
A Case Study of a freight transport logistics company requiring students to classify the range of services it offered in a conceptually meaningful way.
§ UtiliseCase Studies requiring students to utilise principles, theories, and models introduced in the course to plan efficient business operations.
A Case Study of a freight transport logistics company requiring students to utilise theories and models introduced in the course to produce an efficient system of supply chain operations.
§ Examine
Case Studies designed to enable students to examine how theories and models introduced in the course are utilised in a range of real life contexts.
A Case Study of a freight transport logistics company that requires students to analyse its operations using theories and models introduced in the course.
§ Deduct
Case Studies requiring students to deduce business strategies of organisation using principles, theories and models introduced in the course.
A Case Study of the business strategies of a freight transport logistics company asking students to relate them to the principles, theories and models introduced in the course.
§ Formulate
Case Studies requiring studenst to use the conceptual knowledge introduced in the course to formulate new business strategies.
A Case Study of a freight transport logistics company that requires students to formulate new business strategies using the conceptual knowledge introduced in the course.
§ Project § ShowInvestigative Projects that require students to show how different types of elements introduced in course are conceptually linked.
An Investigative Project of a freight transport logistics company requiring students to show how the range of services offered is linked to the transport resources available to the case company.
§ Extend
Investigative Projects focusing on understanding how elements introduced in the course could be extended to different types of business operations.
An Investigative Project of a freight transport logistics company requiring students to demonstrate how the range of services it offered in relation to its strategic business focus could affect the operations of its supply chain partners.
§ PlanInvestigative Projects focusing on applying principles, theories, and models introduced in the course to plan strategic business processes.
An Investigative Project of a freight transport logistics company requiring students to utilise theories and models introduced in the course to examine how the case company planned the range of services it offered to service the competing needs of different clients.
§ Dissect
Investigative Projects designed to enable students to dissect how theories and models introduced in the course are utilised in real life contexts.
An Investigative Project of a freight transport logistics company that requires students to analyse whether and how the case company had utilised theories and models introduced in the course to develop the range of services it offered to achieve competitive advantages.
§ Appraise
Investigative Projects requiring students to appraise whether the principles, theories and models introduced in the course may be extended to different types of business operations.
An Investigative Project of a freight transport logistics company that requires students to relate the principles, theories and models introduced in the course to the range of services it offered with a view to appraise the applicability of the knowledge learnt.
§ Design
Investigative Projects focusing on designing new elements that extend from theories and models introduced in the course in different business contexts.
An Investigative Project of a freight transport logistics company that requires students to redesign the way the case company offered its current range of services to achieve higher cost-efficiency and service effectiveness despite changes in market conditions based on principles and theories introduced in the course.
§ Quiz: § Choose
Questions to test if students can choose an answer that evidences recognition of information, ideas and principles in the appropriate form in which they were learnt
A MCQ provides students with a list of business services and asks students to choose the set that best characterises logistics and supply chain operations.
§ ClassifyQuestions to test if students can classify a list of facts to demonstrate an understanding of related attributes
A MCQ presents a list of quality service attributes and asks students to identify the list that is asociated with freight forwarding operations.
§ ChooseQuestions that require students to select, transfer and use data and principles to complete a problem or task with minimum direction
A MCQ provides students a freight forwarding problem and requires students to choose the correct solution from a given list.
§ Distinguish
Questions that require students to distinguish, classify and relate assumptions, hypotheses, evidence, and structures of statements
A MCQ gives studensts a set of charcteristics describing quality of Logistics and supply chain services and ask students to distinguish those attributes that would show a quality frieght forwarding service.
§ DetermineQuestions requires students to appraise a set of critique or determine specific standards and criteria
A MCQ provides studenst a set of quality business service stardards and ask students to determine those related to freight forwarding operation.
§ Predict
Questions require students to interrogate and combine information and ideas to perform predictive analytics.
A MCQ provides students with a set of service performance indicators of an organisation and ask that they predict its annual performance against external benchmark.
§ Short Answers § RecallQuestions asking students to recall information, ideas and principles adopted by an organisation reflecting what they have learnt.
A Question asking students to recall information, ideas and principles adopted by an organisation to improve supply chain efficiency.
§ Explain
Questions asking students to explain information, ideas and principles adopted by an organisation reflecting what they have learnt.
A Question asking students to explain information, ideas and principles adopted by an organisation to improve supply chain efficiency.
§ UtiliseQuestions asking students to utilise information, ideas and principles adopted by an organisation to describe an effective supply chain operation.
A Question asking students to utilise information, ideas and principles adopted by an organisation to describe an effective supply chain operation.
§ Examine
Questions asking students to examine a supply chain operation based on information, ideas and principles adopted by its members.
A Question asking students to examine a supply chain operation based on information, ideas and principles adopted by its members.
§ Appraise
Questions asking students to appraise a supply chain operation based on information, ideas and principles adopted by its members from a specific perspective.
A Question asking students to appraise a supply chain operation based on information, ideas and principles adopted by its members from a resource usage perspective.
§ Build
Questions asking students to build an effective supply chain information system based on information, ideas and principles adopted by its members.
A Question asking students to build an effective supply chain information system based on information, ideas and principles adopted by its members.
§ Written Communication
§ ListBusiness Reports requiring students to list information, ideas and principles of an organisation reflecting what they had learnt.
A Business Report asking students to list the information resources used by organisations in its routine business operations.
§ Summarise
Business Reports requiring students to summarise information resources required to support logistics and supply chain operations.
A Business Report asking students to summarise information resources of an organisation required to support logistics and supply chain operations.
§ Make use ofBusiness Reports requiring students to make use of business principles to develop a strategic operational plan.
A Business Report asking students to make use of business principles to develop a strategic supply chain operational plan.
§ Categorise
Business Reports requiring students to categorise business practices of an organisation according to functional areas.
A Business Report asking students to categorise business practices of an organisation according to departmental performance.
§ Explain
Business Reports requiring students to explain business performance of an organisation based on resources utilisation.
A Business Report asking students to explain business performance of an organisation based on the extent and use of different resources.
§ Compose
Business Reports requiring students to compose a set of business performance indicators based on resource utilisation.
A Business Report asking students to compose a set of business performance indicators for an organisation based on reported resource utilisation.
§ Case Study § FindCase Studies requiring students to find elements introduced in course.
A Case Study of a freight transport logistics company requiring students to find components of services offered by the case company.
§ DemonstrateCase Studies requiring students to demonstrate an understanding of elements introduced in the course.
A Case Study of a freight transport logistics company asking students to demonstrate an understanding of the range of services it offered in relation to its strategic business focus.
§ ApplyCase Studies requiring students to apply elements that have been introduced in the course to a range of contexts.
A Case Study of a freight transport logistics company asking students to examine how the case company organizes the range of services offered to serve the competing needs of different clients.
§ Compare
Case Studies requiring students to compare business service elements introduced in course to identify potential for achieving competetive advantages.
A Case Study of a freight transport logistics company asking students to compare the range of services it offered with industrial best practices with a view to identify their potential for achieving competetive advantages.
§ Assess
Case Studies requiring students to evaluate the appropriateness or usefulness of business elements introduced in the course for achieving competitive advantages in different contexts.
A Case Study of a freight transport logistics company requiring students to evaluate the advantages of offering a particular service desiged to achieve a competitive advantage, in different contexts.
§ Compile
Case Studies requiring students to compile business elements introduced in the course to create innovative strategies for a range of contexts.
A Case Study of a freight transport logistics company requiring students to compile the range of services it offered to develop innovative supply chain strategies for a range of business contexts.
§ Project § ShowInvestigative Projects focusing on finding elements introduced in course.
An Investigative Project of a freight transport logistics company focusing on showing the range of services offered by the case company.
§ IllustrateInvestigative Projects focusing on understanding elements that have been introduced in the course.
An Investigative Project of a freight transport logistics company presenting the range of services offered by the case company in relation to its strategic business focus.
§ OrganiseInvestigative Projects focusing on applying elements that have been introduced in the course.
An Investigative Project of a freight transport logistics company focusing on examining how the case company organize the range of services offered to service the competing needs of different clients.
§ Discover
Investigative Projects designed to discover how elements introduced in course are used to achieve competetive advantages.
An Investigative Project of a freight transport logistics company that requires students to discover how the case company organizes the range of services offered to achieve competitive advantages.
§ Appraise
Investigative Projects focusing on evaluating appropriateness or usefulness of business elements introduced in course for achieving competitive advantages in different contexts.
An Investigative Project of a freight transport logistics company that requires students to appraise the advantages of the range of services the case company offered under different market contexts.
§ Adapt
Investigative Projects focusing on creating new elements that extend from those introduced in course in same or different contexts.
An Investigative Project of a freight transport logistics company that requires students to appraise how the range of services the case company offered may be combined in different ways under different market contexts to achieve higher cost-efficiency and service effectiveness.
Bloom’s
The Knowledge Dimension
Metacognitive
Procedural
Conceptual
Factual
The Cognitive Process Dimension (C)
Applying Analysing Creating EvaluatingRemembering Understanding
Page 9 of 28
Development of a hierarchical assessment structural meta-pattern
Metacognative
Action verb General description of assessment Example of assessment task Action verb General description of assessment Example of assessment task Action verb General description of assessment Example of assessment task Action verbGeneral description of
assessmentExample of assessment task Action verb General description of assessment Example of assessment task Action verb
General description of assessment
Example of assessment task
§ Quiz: § Match
Questions to test if students can match a business strategy to an operation plan evidencing recognition of appropriate concepts, theories and procedures, reflecting what they have learnt.
A MCQ that provides students with a business strategy and asks students to match that to a given set of freight forwarding operational plan.
§ Demonstrate
Questions to test if students can demonstrate an understanding of appropriate concept theories and procedures underpinning effective business strategy, reflecting what they have learnt.
A MCQ that provides students with a business strategy and asks them to identify the concept underpinned that strategy as a demonstration of the understanding.
§ Identify
Questions to test if students can identify an appropriate concepts, theories and procedures required for developing a particular business strategy, reflecting what they have learnt.
A MCQ that provides students with a particular business strategy and asks them to identify the appropriate concept for developing the strategy.
§ Discover
Questions requiring students to discover the characteristics of different business strategies with the objective of identifying the components required to achieve high performance, reflecting what they have learnt.
A MCQ that provides students with several supply chain strategies and ask them to discover the components most suited to achieving cost efficiency.
§ Rule on
Questions requiring students to rule on the efficacy of different business strategies based on a list of characteristics reflecting resource utilisation, reflecting what they have learnt.
A MCQ that provides students with a list of characteristics reflecting resource utilisation to support business efficacy and ask them to rule on the most effectve combination of characteristics.
§ Choose
Questions requiring students to choose an effective solution from a list of equally plausible solutions to address an organisational performance issue, reflecting what they have learnt.
A MCQ that provides students with a list of equally plausible solutions to address an organisational performance issue and ask them to choose the most effectve solution.
§ Short Answers § RelateQuestions asking students to relate concepts and theories to multiple environmental contexts reflecting what they have learnt.
A Question asking students to relate concepts and theories to multiple environmental contexts.
§ Demonstrate
Questions asking students to demonstrate an understanding of the use of concepts and theories in multiple environmental contexts reflecting what they have learnt.
A Question asking students to demonstrate an understanding of the use of concepts and theories in multiple environmental contexts.
§ Apply
Questions asking students to apply an understanding of concepts and theories to infer business performance in multiple environmental contexts, reflecting what they have learnt.
A Question asking students to apply an understanding of concepts and theories to infer business performance in multiple environmental contexts.
§ Analyse
Questions asking students to analyse business performance in multiple environmental contexts to demonstrate an understanding of concepts and theories, reflecting what they have learnt.
A Question asking students to analyse business performance in multiple environmental contexts to demonstrate an understanding of concepts and theories.
§ Conclude
Questions asking students to draw conclusion from an analysis of business performance in multiple environmental contexts to demonstrate an understanding of concepts and theories, reflecting what they have learnt.
A Question asking students to draw conclusion from an analysis of business performance in multiple environmental contexts to demonstrate an understanding of concepts and theories.
§ Design
Questions asking students to design a solution to a problem described in a business performance report which requires a demonstration of an understanding of concepts and theories, reflecting what they have learnt.
A Question asking students to design a solution to a problem described in a business performance report which requires a demonstration of an understanding of concepts and theories.
§ Written Communication
§ Define
Business Reports requiring students to define operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to define operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Infer
Business Reports requiring students to infer the conceptual meaning of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to infer the conceptual meaning of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Model
Business Reports requiring students to generate conceptual models of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to generate conceptual models of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Conclude
Business Reports requiring students to develop conclusions based on an analysis of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to develop conclusions based on an analysis of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Recommend
Business Reports requiring students to recommend solutions based on an analysis of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to recommend solutions based on an analysis of operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Propose
Business Reports requiring students to propose changes to operation processes in oraganisations according to the criteria and procedures used in different market contexts.
A Business Report asking students to to propose changes to operation processes in oraganisations according to the criteria and procedures used in different market contexts.
§ Case Study § Show
Case Studies requiring students to show business practices in terms of strategic direction based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to review its operation strategies and show their objectives based on the terminologies, theories, and methods introduced in the course.
§ Extend
Case Studies requiring students to extend business practices to reflect new strategic direction based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to review its operation practices and extend them to reflect new strategic direction based on the terminologies, theories, and methods introduced in the course.
§ Construct
Case Studies requiring students to construct new business practices to augment strategic requirements based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to construct new operation practices to augment its strategic requirements based on the terminologies, theories, and methods introduced in the course.
§ Classify
Case Studies requiring students to classify business practices to develop strategic resources based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to classify supply chain practices to develop strategic resources based on the terminologies, theories, and methods introduced in the course.
§ Interpret
Case Studies requiring students to interpret business practices to generate new strategies based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to interpret its supply chain practices to generate new operation strategies based on the terminologies, theories, and methods introduced in the course.
§ Create
Case Studies requiring students to review business practices to identify problems and create solutions based on the terminologies, theories, and methods introduced in the course.
A Case Study of a freight transport logistics company asking students to review its supply chain practices to identify problems and create solutions based on the terminologies, theories, and methods introduced in the course.
§ Project § Label
Investigative Projects that ask students to label business practices in terms of strategic constructs based on the terminologies, theories, and methods introduced in the course.
An Investigative Project of a freight transport logistics company asking students to review its operation strategies and label them in terms of strategic constructs based on the terminologies, theories, and methods introduced in the course.
§ Translate
Investigative Projects that ask students to translate business practices into strategic constructs developed from theories and methods introduced in the course.
An Investigative Project of a freight transport logistics company asking students to interpret its operation strategies and translate them into strategic constructsdeveloped from theories and methods introduced in the course.
§ Solve
Investigative Projects that ask students to examine business challenges and offer solutions based on theories and methods acquired from the course.
An Investigative Project of a freight transport logistics company asking students to appraise its operation challenges and develop solutions based on theories and methods acquired from the course.
§ Conclude
Investigative Projects that require students to come out with a conclusion regarding the efficacy of different business strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
An Investigative Project of a freight transport logistics company requiring students to analyse the efficacy of its supply chain strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
§ Recommend
Investigative Projects that require students to develop recommendations to increase the efficacy of different business strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
An Investigative Project of a freight transport logistics company requiring students to develop recommendations to increase the efficacy of its supply chain strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
§ Build
Investigative Projects that require students to build business precesses based on recommendations developed to increase the efficacy of different business strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
An Investigative Project of a freight transport logistics company requiring students to build business processes based on recommendations to increase the efficacy of its supply chain strategies in dealing with operation challenges under different market environments based on theories and methods acquired from the course.
§ Quiz: § Find
Questions to test if students can find an answer that evidences recognition of techniques, methods and procedures, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures and asks students to find the procedure that best facilitates freight forwarding functions.
§ Compare
Questions to test if students can compare techniques and procedures designed to improve business performance with the view to identify the most effective technique, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve business performance and asks them to compare their relative effectiveness based on a freight forwarding context.
§ Select
Questions to test if students can select an answer that best reflect the techniques and procedures designed to improve business performance, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve business performance and asks them to select the procedure most suited to improving supply chain collaboration.
§ Distinguish
Questions to test if students can distinguish between suitable techniques and procedures designed to improve business performance, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve business performance and asks them to distinguish the characteristics of the procedures most suited to improving supply chain collaboration.
§ Rate
Questions to test if students can rate the suitability of different operation procedures designed to improve a specific operation based on their characteristics, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve freight forwarding and asks them to rate the suitability of each procedure based on the characteristics provided.
§ Choose
Questions to test if students can choose the most suitable operation procedures for a specific business function based on the characteristics described, reflecting what they have learnt.
A MCQ that provides students with a set of operation procedures designed to improve freight forwarding and asks them to choose the most suitable procedure based on the characteristics described.
§ Short Answers § NameQuestions asking students to name techniques, methods and procedures of business practices reflecting what they have learnt.
A Question asking students to name techniques, methods and procedures of business practices reflecting what they have learnt.
§ Infer
Questions asking students to infer relevant techniques, methods and procedures for designing business system in organisations, reflecting what they have learnt.
A Question asking students to infer relevant techniques, methods and procedures for designing business information system in organisations.
§ organiseQuestions asking students to organise a range of procedures for developing an effective business performance system.
A Question asking students to organise a range of procedures for developing an effective business performance system.
§ Categorise
Questions asking students to categorise a range of business performance system based on resource usage.
A Question asking students to categorise a range of business performance system based on resource usage.
§ Interpret
Questions asking students to interpret business performance based on resource usage and operation effectiveness.
A Question asking students to interpret business performance based on resource usage and operation effectiveness.
§ Formulate
Questions asking students to formulate new business performance system based on resource usage and operation effectiveness.
A Question asking students to formulate new business performance system based on resource usage and operation effectiveness.
§ Written Communication
§ ListBusiness Reports requiring students to list criteria and procedures used to design operation processes in oraganisations.
A Business Report asking students to list criteria and procedures used to design operation processes in logistics oraganisations.
§ Demonstrate
Business Reports requiring students to demonstrate an understanding of the criteria and procedures used to design operation processes in oraganisations.
A Business Report asking students to demonstrate an understanding of the criteria and procedures used to design operation processes in oraganisations by explaining the reasons for their selection.
§ Apply
Business Reports requiring students to apply a set of criteria and procedures used to design operation processes in oraganisations to different market contexts.
A Business Report asking students to apply a set of criteria and procedures used to design operation processes in oraganisations to different market contexts.
§ Classify
Business Reports requiring students to classify criteria and procedures used to design operation processes according to resource requirements.
A Business Report asking students to to classify criteria and procedures used to design operation processes according to resource requirements.
§ Prioritise
Business Reports requiring students to prioritise criteria and procedures used to design operation processes according to resource requirements.
A Business Report asking students to to prioritise criteria and procedures used to design operation processes according to resource requirements.
§ Modify
Business Reports requiring students to modify criteria and procedures used to increase the effectiveness of operation processes according to resource requirements.
A Business Report asking students to modify criteria and procedures used to increase the effectiveness of operation processes according to resource requirements.
§ Case Study § Name
Case Studies requiring students to identify and name the different techniques and methods used by organisations in practice to increase business performance.
A Case Study of the supply chain operations of a freight transport logistics company requiring students to identify and name the techniques and methods it used to gain cost efficiency.
§ Interpret
Case Studies requiring students to show how the efficacy of different techniques and methods introduced in the course could be interpreted based on their use in business practice.
A Case Study of the freight transport logistics industry requiring students to interpret the efficacy of different techniques and methods introduced in the course based on the extent to which, and the manner in which, these techniques had been used in the industry.
§ Experiment with
Case Studies requring students to experiment with techniques and methods introduced in the course to develop strategic business operations.
A Case Study requiring students to experiment with using techniques and methods introduced in the course to develop a set of service standards for the freight transport and logistics industry.
§ Distinguish
Case Studies requiring students to distinguish the usefulness of methods and techniques introduced in the course under different business operations.
A Case Study of freight and transport logistics operations requiring students to distinguish the usefulness of methods and techniques introduced in the course under different market environments.
§ Interpret
Case Studies requiring students to interpret the efficacy of the techniques and methods introduced in the course with respect to their potential to influence business practices.
A Case Study of freight transport logistics operations that require students to interpret the efficacy of the techniques and methods introduced in the course with respect to their potential to influence operation practices in the industry.
§ Change
Case Studies requiring students to review how techniques and methods introduced in the course can be employed to change business practices in different market environments.
A Case Study of a freight transport logistics company that requires students to formulate a new set of operation strategies and processes using techniques and methods introduced in the course to enable the case company to achieve a higher level of performance using the existing level of resources.
§ Project § Show
Investigative Projects that require students to show how different techniques and methods introduced in the course have been used in practice.
An Investigative Project of a freight transport logistics company requiring students to show whether and how the technique of cross-docking had been utilised by the case company to achieve cost efficiency in the services it provided.
§ Show
Investigative Projects focusing on showing how techniques and methods introduced in the course could be extended to different types of business operations.
An Investigative Project of a freight transport logistics company requiring students to show how techniques and methods introduced in the course had been used by the case company to plan and schedule the range of services it offered.
§ Experiment with
Investigative Projects focusing on experiment with techniques and methods introduced in the course to develop strategic business operations.
An Investigative Project of a freight transport logistics company requiring students to experiment with using techniques and methods introduced in the course to develop an alternative set of services that could improve operation efficiency and service effectiveness compared with the existing range of services the company offered.
§ Distinguish
Investigative Projects designed to assist students to distinguish how methods and techniques introduced in the course could be applied to different business operations.
An Investigative Project of a freight transport logistics company that requires students to analyse its operation strategies with a view to distinguishing the different methods and techniques that the case company had used under different operation environements.
§ Influence
Investigative Projects requiring students to evaluate whether the techniques and methods introduced in the course have the potential to influence business practices.
An Investigative Project of a freight transport logistics company that requires students to demonstrate to the company's senior management the value of the techniques and methods introduced in the course by completing a simulation exercise that shows how using those techniques could shed more light on the company's performance under different operating environments.
§ Formulate
Investigative Projects requiring students to formulate new business strategies using techniques and methods introduced in the course in different business contexts.
An Investigative Project of a freight transport logistics company that requires students to formulate a new set of operation strategies and processes using techniques and methods introduced in the course to enable the case company to achieve a higher level of performance using the existing level of resources.
§ Quiz: § Choose
Questions to test if students can choose an answer that evidences recognition of concepts and principles and the inter-relationships that facilitate functions.
A MCQ that provides students with a set of operation concepts and asks students to choose the set that best facilitates freight forwarding functions.
§ Infer
Questions to test if students can infer good business practices from the relationships within operational guidelines.
A MCQ that presents differenent sets of operational guidelines and asks students to infer the set that does not represent good supply chain practice.
§ IdentifyQuestions that require students to solve problems by applying acquired knowledge, facts, techniques and rules in a different way.
A MCQ that provides students a freight forwarding problem and optional solutions that require students to identify the solution that uses rules in a different way.
§ Dissect
Questions that require students to examine and break information into parts by identify motives or courses.
A MCQ that gives studensts a description of supply chain operation that requires students to critically analyse the component functions to identify reasons for decision making.
§ JudgeQuestions require students to analyse information (recommendations) and judge and evaluate suitability.
A MCQ that provides studenst a set of recommendations for supply chain operation and ask them to judge their relative suitability.
§ Combine
Questions that require students to combine information from a range of sources to provide new insights and innovative solutions.
A MCQ that provides studensts with information from different suppliers and retailers and ask them to rate the potential of the insights generated from the data to produce innovative solutions.
§ Short Answers § DefineQuestions asking students to define theories, models and principles of business practices reflecting what they have learnt.
A Question asking students to define theories, models and principles of business practices to improve supply chain efficiency.
§ Explain
Questions asking students to explain theories, models and principles of business practices reflecting what they have learnt.
A Question asking students to explain theories, models and principles of business practices to improve supply chain efficiency.
§ Make use ofQuestions asking students to make use of theories, models and principles of business practices to improve operations.
A Question asking students to make use of theories, models and principles of business practices to improve operations.
§ Analyse
Questions asking students to analyse business practices using theories, models and principles of business practices.
A Question asking students to analyse business practices using theories, models and principles of business practices.
§ DeductQuestions asking students to deduce theories, models and principles based on business practices of organisations.
A Question asking students to deduce theories, models and principles based on business practices of organisations.
§ Compose
Questions asking students to compose a changed model or a set of principles based on business practices of organisations.
A Question asking students to compose a changed model or a set of principles based on business practices of organisations.
§ Written Communication
§ DefineBusiness Reports requiring students to define the concepts underpinning different types of elements introduced in course.
A Business Report asking students to define the concepts underpinning different types of information resources used by organisations in its routine business operations.
§ Interpret
Business Reports requiring students to interpret the concepts underpining different types of elements introduced in course.
A Business Report asking students to interpret the concepts underpinning different types of information resources used by organisations in its routine business operations.
§ DevelopBusiness Reports requiring students to develop new concepts underpining different types of elements introduced in course.
A Business Report asking students to develop new concepts underpinning different types of information resources used by organisations in different market settings.
§ Compare
Business Reports requiring students to compare concepts underpining different types of elements introduced in course.
A Business Report asking students to compare concepts between use of information resources and technological resources in business organisations.
§ Deduct
Business Reports requiring students to deduce the conceptual meanings relating to the use of different types of elements introduced in course.
A Business Report asking students to deduce the conceptual meanings relating to the use of different types of information and technological resources in business organisations under various market contexts.
§ Discuss
Business Reports requiring students to discuss the conceptual meanings relating to the use of different types of elements introduced in course.
A Business Report asking students to discuss the conceptual meanings relating to the use of different types of information and technological resources in business organisations under various market contexts.
§ Case Study § RelateCase studies that require students to relate different types of conceptual linked elements introduced in the course.
A Case Study of a freight transport logistics company requiring students to relate the service attributes to assure efficient transport resources used.
§ Classify
Case Studies requiring students to classify business elements introduced in the course in a conceptually meaningful way.
A Case Study of a freight transport logistics company requiring students to classify the range of services it offered in a conceptually meaningful way.
§ UtiliseCase Studies requiring students to utilise principles, theories, and models introduced in the course to plan efficient business operations.
A Case Study of a freight transport logistics company requiring students to utilise theories and models introduced in the course to produce an efficient system of supply chain operations.
§ Examine
Case Studies designed to enable students to examine how theories and models introduced in the course are utilised in a range of real life contexts.
A Case Study of a freight transport logistics company that requires students to analyse its operations using theories and models introduced in the course.
§ Deduct
Case Studies requiring students to deduce business strategies of organisation using principles, theories and models introduced in the course.
A Case Study of the business strategies of a freight transport logistics company asking students to relate them to the principles, theories and models introduced in the course.
§ Formulate
Case Studies requiring studenst to use the conceptual knowledge introduced in the course to formulate new business strategies.
A Case Study of a freight transport logistics company that requires students to formulate new business strategies using the conceptual knowledge introduced in the course.
§ Project § ShowInvestigative Projects that require students to show how different types of elements introduced in course are conceptually linked.
An Investigative Project of a freight transport logistics company requiring students to show how the range of services offered is linked to the transport resources available to the case company.
§ Extend
Investigative Projects focusing on understanding how elements introduced in the course could be extended to different types of business operations.
An Investigative Project of a freight transport logistics company requiring students to demonstrate how the range of services it offered in relation to its strategic business focus could affect the operations of its supply chain partners.
§ PlanInvestigative Projects focusing on applying principles, theories, and models introduced in the course to plan strategic business processes.
An Investigative Project of a freight transport logistics company requiring students to utilise theories and models introduced in the course to examine how the case company planned the range of services it offered to service the competing needs of different clients.
§ Dissect
Investigative Projects designed to enable students to dissect how theories and models introduced in the course are utilised in real life contexts.
An Investigative Project of a freight transport logistics company that requires students to analyse whether and how the case company had utilised theories and models introduced in the course to develop the range of services it offered to achieve competitive advantages.
§ Appraise
Investigative Projects requiring students to appraise whether the principles, theories and models introduced in the course may be extended to different types of business operations.
An Investigative Project of a freight transport logistics company that requires students to relate the principles, theories and models introduced in the course to the range of services it offered with a view to appraise the applicability of the knowledge learnt.
§ Design
Investigative Projects focusing on designing new elements that extend from theories and models introduced in the course in different business contexts.
An Investigative Project of a freight transport logistics company that requires students to redesign the way the case company offered its current range of services to achieve higher cost-efficiency and service effectiveness despite changes in market conditions based on principles and theories introduced in the course.
§ Quiz: § Choose
Questions to test if students can choose an answer that evidences recognition of information, ideas and principles in the appropriate form in which they were learnt
A MCQ provides students with a list of business services and asks students to choose the set that best characterises logistics and supply chain operations.
§ ClassifyQuestions to test if students can classify a list of facts to demonstrate an understanding of related attributes
A MCQ presents a list of quality service attributes and asks students to identify the list that is asociated with freight forwarding operations.
§ ChooseQuestions that require students to select, transfer and use data and principles to complete a problem or task with minimum direction
A MCQ provides students a freight forwarding problem and requires students to choose the correct solution from a given list.
§ Distinguish
Questions that require students to distinguish, classify and relate assumptions, hypotheses, evidence, and structures of statements
A MCQ gives studensts a set of charcteristics describing quality of Logistics and supply chain services and ask students to distinguish those attributes that would show a quality frieght forwarding service.
§ DetermineQuestions requires students to appraise a set of critique or determine specific standards and criteria
A MCQ provides studenst a set of quality business service stardards and ask students to determine those related to freight forwarding operation.
§ Predict
Questions require students to interrogate and combine information and ideas to perform predictive analytics.
A MCQ provides students with a set of service performance indicators of an organisation and ask that they predict its annual performance against external benchmark.
§ Short Answers § RecallQuestions asking students to recall information, ideas and principles adopted by an organisation reflecting what they have learnt.
A Question asking students to recall information, ideas and principles adopted by an organisation to improve supply chain efficiency.
§ Explain
Questions asking students to explain information, ideas and principles adopted by an organisation reflecting what they have learnt.
A Question asking students to explain information, ideas and principles adopted by an organisation to improve supply chain efficiency.
§ UtiliseQuestions asking students to utilise information, ideas and principles adopted by an organisation to describe an effective supply chain operation.
A Question asking students to utilise information, ideas and principles adopted by an organisation to describe an effective supply chain operation.
§ Examine
Questions asking students to examine a supply chain operation based on information, ideas and principles adopted by its members.
A Question asking students to examine a supply chain operation based on information, ideas and principles adopted by its members.
§ Appraise
Questions asking students to appraise a supply chain operation based on information, ideas and principles adopted by its members from a specific perspective.
A Question asking students to appraise a supply chain operation based on information, ideas and principles adopted by its members from a resource usage perspective.
§ Build
Questions asking students to build an effective supply chain information system based on information, ideas and principles adopted by its members.
A Question asking students to build an effective supply chain information system based on information, ideas and principles adopted by its members.
§ Written Communication
§ ListBusiness Reports requiring students to list information, ideas and principles of an organisation reflecting what they had learnt.
A Business Report asking students to list the information resources used by organisations in its routine business operations.
§ Summarise
Business Reports requiring students to summarise information resources required to support logistics and supply chain operations.
A Business Report asking students to summarise information resources of an organisation required to support logistics and supply chain operations.
§ Make use ofBusiness Reports requiring students to make use of business principles to develop a strategic operational plan.
A Business Report asking students to make use of business principles to develop a strategic supply chain operational plan.
§ Categorise
Business Reports requiring students to categorise business practices of an organisation according to functional areas.
A Business Report asking students to categorise business practices of an organisation according to departmental performance.
§ Explain
Business Reports requiring students to explain business performance of an organisation based on resources utilisation.
A Business Report asking students to explain business performance of an organisation based on the extent and use of different resources.
§ Compose
Business Reports requiring students to compose a set of business performance indicators based on resource utilisation.
A Business Report asking students to compose a set of business performance indicators for an organisation based on reported resource utilisation.
§ Case Study § FindCase Studies requiring students to find elements introduced in course.
A Case Study of a freight transport logistics company requiring students to find components of services offered by the case company.
§ DemonstrateCase Studies requiring students to demonstrate an understanding of elements introduced in the course.
A Case Study of a freight transport logistics company asking students to demonstrate an understanding of the range of services it offered in relation to its strategic business focus.
§ ApplyCase Studies requiring students to apply elements that have been introduced in the course to a range of contexts.
A Case Study of a freight transport logistics company asking students to examine how the case company organizes the range of services offered to serve the competing needs of different clients.
§ Compare
Case Studies requiring students to compare business service elements introduced in course to identify potential for achieving competetive advantages.
A Case Study of a freight transport logistics company asking students to compare the range of services it offered with industrial best practices with a view to identify their potential for achieving competetive advantages.
§ Assess
Case Studies requiring students to evaluate the appropriateness or usefulness of business elements introduced in the course for achieving competitive advantages in different contexts.
A Case Study of a freight transport logistics company requiring students to evaluate the advantages of offering a particular service desiged to achieve a competitive advantage, in different contexts.
§ Compile
Case Studies requiring students to compile business elements introduced in the course to create innovative strategies for a range of contexts.
A Case Study of a freight transport logistics company requiring students to compile the range of services it offered to develop innovative supply chain strategies for a range of business contexts.
§ Project § ShowInvestigative Projects focusing on finding elements introduced in course.
An Investigative Project of a freight transport logistics company focusing on showing the range of services offered by the case company.
§ IllustrateInvestigative Projects focusing on understanding elements that have been introduced in the course.
An Investigative Project of a freight transport logistics company presenting the range of services offered by the case company in relation to its strategic business focus.
§ OrganiseInvestigative Projects focusing on applying elements that have been introduced in the course.
An Investigative Project of a freight transport logistics company focusing on examining how the case company organize the range of services offered to service the competing needs of different clients.
§ Discover
Investigative Projects designed to discover how elements introduced in course are used to achieve competetive advantages.
An Investigative Project of a freight transport logistics company that requires students to discover how the case company organizes the range of services offered to achieve competitive advantages.
§ Appraise
Investigative Projects focusing on evaluating appropriateness or usefulness of business elements introduced in course for achieving competitive advantages in different contexts.
An Investigative Project of a freight transport logistics company that requires students to appraise the advantages of the range of services the case company offered under different market contexts.
§ Adapt
Investigative Projects focusing on creating new elements that extend from those introduced in course in same or different contexts.
An Investigative Project of a freight transport logistics company that requires students to appraise how the range of services the case company offered may be combined in different ways under different market contexts to achieve higher cost-efficiency and service effectiveness.
Bloom’s
The Knowledge Dimension
Metacognitive
Procedural
Conceptual
Factual
The Cognitive Process Dimension (C)
Applying Analysing Creating EvaluatingRemembering Understanding
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Procedural
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Conceptual
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Factual
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3 Project outcomes and impacts This project aimed to develop a Progressive Assessment Matrix (PAM) and a Web-based Assessment Suite (WAS). The PAM was developed as planned but the development of WAS is still in progress. The following issues have impacted on the achievement of the planned outcomes of the project:
1. Employment of a research assistant in the second quarter rather than at the commencement of the project caused a slow start. We finished the project but failed to complete the automation phase (WAS) and underspent on the budget.
2. Basic design of the WAS has been generated (Figures 1 and the 4 PAM maps for the assessment categories) but not the actual interface to drive alignment of learning outcomes and assessment and a check that incrementally increasing levels of depth and complexity are represented by assessment throughout the program.
Nevertheless, as a precursor for the development of the PAM, a quantitative approach using the RBT and Cohan’s kappa statistics (Cohen, 1960, 1968) has been developed to assist in the measuring of alignment between AQF requirements, program outcomes, course learning outcome and the assessment tasks. A composite index to measure alignment within and between higher education programs was developed. Three crucial main aspects – curriculum design, teaching methods, and assessment tasks – need to be aligned with performances. This is regarded as constructive alignment for enhancing teaching (Biggs, 1996).
A series of Cohen’s kappa statistics are then calculated to measure alignment at different levels and create a composite index to represent the overall alignment of the program. Two undergraduate business programs at RMIT University were used as examples to describe the process of deriving the index and illustrate how the proposed method can provide a basis for comparing degrees of alignment between different higher degree programs.
The findings reveal that alignments of the two sample programs with national standards are better than alignments with their respective constituent courses. It also lends insight into the use of a consistent basis to compare the degrees of alignment of different higher education programs against national standards and their respective constituent courses. For individual courses, degrees of alignment between course learning outcomes and assessment methods vary. The reason for the variation relates to the clarity of the learning outcome statements and the complexity of the assessment methods.
Together with the PAM, which was developed to assist the design of assessment tasks for incremental learning, the outcome of this project can greatly facilitate the alignment of programs and courses with the national requirements as well as that of discipline professional bodies thereby enhancing the quality and reputation of the programs.
3.1 Project benefits Constructive alignment between intended course learning outcomes and assessment methods deliver improved learning performance (Biggs, 2003; Ramsden, 1992), establishing alignment among elements and facilitating student learning. The immediate question is how alignment among elements, such as learning outcomes and assessment methods, can be systematically and consistently measured so of teaching and learning is to consider how well all the elements in a system work together to supply instruction that objective comparison between alignments of higher education programs can be made. The measurement of alignment is also critical to the improvement of curriculum design and assessment methods of a higher education program in the long run. In other words, alignment measurement is expected to be a tool to facilitate reform in teaching and learning.
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Learning outcomes and assessment methods with multiple goals and objectives are difficult to categorize using the revised Bloom’s taxonomy thereby impacting on the degree of alignment. The alignment index and the PAM developed in this project indicates the degree of alignment of a range of teaching and learning parameters and can reveal how the alignment between different parameters can be improved thereby facilitating incremental learning and enhancing student performance. For example, case study, as a form of assessment, is a means to compel learners to analyse and discuss a contextual and complex situation, often in addition to involvement with a dilemma or a problem requiring learners to apply theoretical principles to consider possible solutions (Gullahorn 1959). The explicit understanding of the Cognitive Process and Knowledge Dimension of assessment tasks within undergraduate degrees and the PAM developed in the project were used to ascertain the levels of difficulty in the case study assessment (see Appendix B).
3.2 Disciplinary and interdisciplinary linkages Staff in Vietnam and Melbourne teaching into the undergraduate LSCM and IS programs have worked closely to develop the PAM and simple diagnostic interface to guide assessment level of difficulty and alignment with course learning outcomes. In addition, the tools developed will be explained and discussed at Learning and Teaching Committees to further the shared understanding.
4 Dissemination strategies and outputs Conference: Mathews Nkhoma, Tri Lam, Joan Richardson, Kwok Hung Lau, and Booi Kam, Unpacking Bloom’s Taxonomy: The development and validation of a measure of incremental student learning, InSITE 2016: Informing Science + IT Education Conferences: Lithuania.
Journal articles: Kwok Hung Lau, Tri Lam, Booi Kam, Mathews Nkhoma, and Joan Richardson, How aligned is your program? A quantitative approach to measuring alignment (Under Review by Higher Education).
Booi Kam, Tri Lam, Joan Richardson, Mathews Nkhoma and Kwok Hung Lau, Is Incremental Learning an Effective Means of Achieving Targeted Learning Outcomes? Evidence from the Literature (Under preparation).
Mathews Nkhoma, Narumon Sriratanaviriyakul, Tri Lam, Joan Richardson, Kwok Hung Lau, and Booi Kam, Unpacking Bloom’s Taxonomy: The development and validation of a measure of incremental student learning, 2016 Learning Conference: Education in the Age of the Anthropocene (Under preparation).
5 Evaluation of project outcomes Ongoing, the evaluation within the project team occurred during weekly progress review meetings between the project leader and research assistant, and monthly team meetings. Evaluation on behalf of the University occurred through regular status reports.
The usefulness and effectiveness of the PAM and simple assessment category word map will be measured by collecting data from program teams during Learning and Teaching meetings and CAs where CMT documentation is completed.
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Appendix A – Bloom’s Taxonomy
Area of Application
Taxonomy Adopted
Learning Activities Learning Outcomes Reference
English Translation
Bloom et al. (1956) taxonomy
• The probable link between translators’ level of language proficiency and their performance were examined in the quality of their translation performance on the graded English texts.
• A translation essay-type test included six short English passages of 150 to 200 words. The difficulty level of the texts ascended from the lowest level to the highest level of Bloom’s Taxonomy.
The participants’ performance, except for the synthesis level, was graded properly based on the difficulty levels in six cognitive domains of Bloom’s hierarchy. • Based on Bloom’s cognitive domain, the texts were graded
for their difficulty levels successively. • When learners desired to translate the Application text, for
instance, they had to apply their knowledge of English vocabulary to translate a text. Likewise, to successfully translate the Evaluation text, the learners had to judge the attitude of the author in the text.
Pourdana and Rajeski (2014)
Sustainable Engineering
Bloom et al. (1956) taxonomy
During each of the six semesters of the study, sustainability case studies were used for instruction and assessment. • The sustainability case study was given at the end of
semester. Every case study encompassed two of Bloom’s measures and its cognitive difficulty increased case after case.
• A written take-home assignment on identifying sustainability issues in the case was given. A maximum one-page written response for each of the sustainability context was submitted to the researchers.
• Engineering design sequence focused on the first course of fundamental mechanisms and the second course of socio-economic, governmental, technological, and environmental impacts.
• Learners had to take an integrated and holistic approach to sustainability. They were instructed to identify and discuss the sustainability issues.
• Eventually, the learners’ knowledge of analysing sustainability case studies moved developmentally through six levels of Bloom’s Taxonomy.
Pappas et al. (2013)
Spreadsheet-based Decision Support Systems
Bloom et al. (1956) taxonomy
For each module of software skills, a set of activities included readings and lecture preparation questions, hands-on tutorial exercises, classroom lecture and discussion, a focused software exercise, comprehensive skill exercises, a field prototype project, and peer evaluation tallied with specific cognitive skill levels ranging from the knowledge to the evaluation level.
• The taxonomy carried cognitive skills, gave guidance for instructional design, and devised learning exercises.
• Learners acquired knowledge quickly during the learning process.
• Hands-on exams evaluated learning outcomes at the application level of cognitive skill. A large number of the leaners performed well in the exam.
• Bloom's Taxonomy was a worthy framework provided active learning activities. It promoted self-efficacy, leaner satisfaction, and achievement.
Tyran (2010)
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Introductory Organic Chemistry
Bloom et al. (1956) taxonomy
Bloom’s Taxonomy was introduced to the class of introductory organic chemistry and various cognitive levels were discussed. • Leaners were instructed to what levels they would necessitate
to succeed in this course. • Instructor supported the learners through literature at
meaningful levels. The instructor also pointed out during lectures from which cognitive level should be viewed from the material.
• The learners were told that they would be tested beyond general knowledge and interpretation. Therefore, they were advised to develop their personal mental framework.
• Understanding instead of rote memorising improved long-term retention.
• Illustrating straightforward examples of exam-type questions at distinct cognitive levels was a helpful exercise for gaining knowledge of a given topic.
• A well-designed evaluation process along with instructions on how to achieve all cognitive levels was significant to the learners.
• The material constructed the learners’ personal mental framework upon which the learners’ personal understanding was developed, based on the taxonomy of cognitive process.
Pungente and Badger (2003)
Management Bloom et al. (1956) taxonomy
• The use of Bloom’s Taxonomy for scaffolding the management class enabled learners to support their own higher level cognitive.
• Case write-ups, journal entries, and other activities functioned to help learners appreciate from experience of complex conceptual activity.
• A case assignment assisted the learners to recollect the appropriate functional knowledge of the course. Afterwards, they used the recalled functional knowledge to comprehend the case study.
• Theory from the outside reading of the case was introduced to the learners who applied it to organise, classify and develop the case in another way.
• Analysis of the case was presented in timeline, organisational charts, main character biography lines and other visual representations. It facilitated the determination of critically, relatively, or not at all important elements. Based on this analysis, the learners synthesised the information of the case so as to understand the issues.
• Finally, the in-class discussion of evaluation assisted the learners to judge the reconceptualised case circumstances together with recommendations for their own possible solutions.
Athanassiou et al. (2003)
Introductory Accounting
Bloom et al. (1956) taxonomy
• A group case analysis was employed to encourage self-learning. The case was a semester-long project fulfilled in groups of four or five learners.
• The learners were instructed that the answers were not in book. There was also no one correct answer to the case project.
• The learners were requested to plan, record, and evaluate the details of the case. At last, the learners had to explain the way or manner of doing beside the reason or purpose of doing. By answering the way of doing, the leaners demonstrated their knowledge and comprehension skills. Whereas by explaining the reason of doing, the learners practised their application skill.
• The first three cognitive skill levels in Bloom’s Taxonomy were evaluated through the process of determining a solution to a problem.
Ainsworth (1994)
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Engineering Education
Fink’s (2003) taxonomy
• Fink’s significant learning taxonomy, engineering design and web semantics were integrated into an e-learning system for engineering activities.
• Six phases of engineering design concepts were developed into the system. For each phase, feedback and comments on each task were provided by supervisor.
• The first phase was framing the research problem, purpose, output, advantage, limitation, and timeline. The second phase was conceptual design for theory analysis, research questions and requirement analysis. The third phase was preliminary design for outline. The fourth phase was detailed design for detailed information on the previously designed outlines and implementation. The fifth phase was research analysis to analyse experimental research results. The sixth phase was result communication to present their research analysis to supervisor.
Differences between control and experimental group were significant to four aspects including foundational knowledge, integration, application, and learning how to learn. • From the foundational knowledge and integration aspect,
the learners opted for what foundational knowledge they needed, and completely integrated information necessary for them.
• For application domain, the learners were on their initiative on learning process useful for their purposes.
• In learning how to learn aspect, the learners were able to design their own learning in an effective way.
Suning Kusumawardani et al. (2014)
Healthcare Policy
Fink’s (2003) taxonomy
Learners were asked to undertake required reading, outline the required reading, present the outline to a small group of peers, attend lectures, and complete a final policy project and simulation activity.
The redesigned healthcare policy course that employed Fink’s taxonomy to design course activities improved the learners’ knowledge and interest in learning healthcare policy. • The learners’ foundational knowledge was constructed by
the readings, lectures, peer teaching, and simulation activities.
• The leaners’ integration and application skills were developed through the simulation activity, final policy project, and lectures. The simulation activity also assisted the learners to gain knowledge from others.
• The learners’ attendance, class participation and blank stares were used to assess caring dimension.
Krueger et al. (2011)
Sustainability Engineering
Fink’s (2003) taxonomy
The implementation of place-based learning interacting with outdoor activities in order to solve the watering problem. Fink’s taxonomy of significant learning provided the framework for sustainability engineering education. • Foundational knowledge. Different types of information and
opinions were requested to present in the final report and in the final presentation.
• Foundational knowledge. The learners were asked to submit multiple deliverables throughout the semester and be responsible for determining the scope, parameters, and outcome of the projects.
• Application. Since the design of the course focused on critical, creative, and practical thinking skills, the learners had opportunity to practise and enhance their technical and presentation skills. Instructor evaluated and provided feedback on peer grading and weekly in-class discussion.
Apul and Philpott (2011)
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• Application. Each learner managed each part of the project. One of the learners was assumed to be the project manager.
• Integration. Learners constructed and integrated different types of new information.
• Human and caring dimension. Leaners cooperated with many people to help them understand engineering professions.
• Learning how to learn. Self- learning was stated in the beginning in the class. Leaners were asked to use their knowledge base and technical skills to solve the problems.
• Integration. Possible solution was produced in the analysis of technical skills. The instructor also guided the learners on how to search for other pertinent information on the Internet and through meeting with various experts and companies.
• Human and caring dimension. The social context made the learners understand local places, situation, problems, and communities.
• Learning how to learn. The learners acquired knowledge and developed skills by themselves within their competence.
Life Span Development
Fink’s (2003) taxonomy
The redesigned course merged Fink's taxonomy into learning objective, and focused on active learning as an instructional method. Learners were asked to work in small groups on many of the assignments encompassing case studies. • Case studies were assigned to leaners so as to provide
insight into the problems presented. • Leaners were asked to identify the problems in the case,
and to properly scrutinise each element. • Learners applied and integrated the information they
learned in the form of a written case analysis.
• Foundational knowledge. A 28-question multiple-choice test highlighted the major concepts of course content was used to test the learners.
• Application. Two case studies, one on rejection and the other on bullying, were used to measure the application skills. The leaners were asked to identify and list as many areas pertinent to the topic under discussion as possible.
• Integration. For the case study on bullying, the learners were requested to delineate and assess the programs used to address bullying at other schools.
• Human dimension. Ten questions about evaluating increased knowledge were distributed to the learners as a result of their exposure.
• Caring. Seven statements about the level of caring of the course content were distributed to the learner for measuring.
• Learning how to learn. The news magazine article on bullying and methods were used to let the learners study more about the case and relevant information. The learners were requested to enter their answers to ten statements on the validity of the use of professional resources.
The findings indicated that there was a significant improvement between the redesigned course and the traditional course in the domains of knowledge, application, integration, and human dimension.
Fallahi (2008)
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Lifespan Human Development instructed by Wood R. M.
Fink’s (2003) taxonomy
• For the first assignment, learners were required to write a reflection paper about an in-class activity simulating some physical changes associated with old age. These activities made the learners think about the changes occurred in old age, and consider the challenges faced by the elderly (foundational knowledge, caring and human dimension components were addressed).
• For the second assignment, a group project required learners to design a toy which was age-appropriate by citing empirical evidence.
• At the end of the semester, learners handed in papers explaining their projects and presented posters to the rest of the class. This project focused on foundation knowledge (the learners had to understand the children’s competences in a certain age); integration (they had to combine knowledge about children’s competences with the motor, perceptual, cognitive, and social domains of development); application (they applied their knowledge to design an age-appropriate toy and liaised with their group to complete the project); and learning how to learn (they found and summarised empirical articles and used the information for a related problem).
Foundational knowledge increased significantly from the beginning to the end of the semester. However, there were not significant changes between the pre- and post-test scores for the remaining aspects of Fink’s taxonomy.
Levine et al. (2008)
Instructional Planning for Students with Exceptional-ities instructed by Nicoll-Senft J. M.
Fink’s (2003) taxonomy
• A problem-based learning (PBL) format was assigned to permanent heterogeneous groups including early childhood, elementary, middle school, or high school during the first class meeting. Each group included four learners and one full-time teacher. Group assignment was based on each learner’s previous teaching experience and the grade level they currently taught or were interested in teaching.
• Each problem focused on a scenario description, suggestions for sharing learner’s work pertinent to the problem, an explanation of the product or outcome, and essential questions relevant to the problem. Three problems were developed, which provided the framework for the course.
• Before introducing each problem, learners were given a brief pre-test that assessed their prior knowledge and interests relevant to each problem.
The use of PBL resulted in significant improvements in the areas of application, integration, human dimension, and learning how to learn, but insignificance for the areas of foundational knowledge and caring.
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These pre-tests were not graded and used for future grouping of learners outside of their permanent groups.
• The instructor spent class time meeting with each group to answer questions and support learners in their ongoing progress. In this capacity, the instructor helped learners in identifying and locating resource material pertaining to their problem and often provided the learners with feedback on their individual and group work.
Concepts in Biology instructed by Tessier J. T.
Fink’s (2003) taxonomy
• Peer-teaching in groups was present in the course and in-class questions were application-based. In each unit, the content, relevance, and completeness of a piece of current biology news were pondered. At the end of each unit, a case study was assigned to learners, which required them to use the information acquired during the unit to make decisions on various cases.
• The in-class questions were graded and learners’ scores were revised by a peer evaluation from the members of their group. In the exams, a sample of the questions being worked on in groups during class was consisted. In each exam, learners were required to hand in an item of biology news that they found along with a report explaining it. The report contained description relevant to their lives, shortcomings of the article, what information was used in assessing the credibility of the news source, and additional sources that assisted the learners to understand the biology topics in the news story.
• The instructor added time for reviewing the news story and case study days, and made a brief oral introduction to the application questions addressed in class.
The redesigned course significantly improved the areas of foundational knowledge, integration, human dimension, caring and learning how to learn, but had no significance for the area of application.
The Psychology of Early Childhood instructed by Levine L. E.
Fink’s (2003) taxonomy
• Lecture-discussion classes (foundational knowledge) were replaced by group-based classes. The instructor’s presentation was centred more on issues such as poverty and metal health (caring). Each learner was required to observe a child between one and seven years old (application and human dimension). Learners were grouped in four and each learner observed a child of a different age (human dimension).
The redesigned course was regarded as significant for foundational knowledge and learning how to learn aspect. However, there were no significant effects on application, integration, human dimension and caring dimension.
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• Learning how to observe and assessing young children and how to finding useful and legitimate information from written sources (learning how to learn) were executed within the first week. When a new topic was introduced, a list of four questions and aspects of the topic from the assigned reading that the learners might want to investigate with the children were handed in (foundational knowledge, application).
• After the instructor presented the topic in class in order to provide foundational knowledge, the teams worked together to complete their own observational assignment (learning how to learn). In the next two classes, the learners discussed the topics based on the assigned readings. During the fourth class, team members produced their results and planned their papers for the following class period (integration). Team members made peer evaluation and discussed how to improve their performance on the next assignment (human dimension).
• Each team handed in a group paper that outlined the research background on the project and delineated the substantial changes in their observed children. Beside group paper, individual papers described the specific results and activities with each child (foundational knowledge and application). At the end of the semester, learners could select between two exam modes according to their interests. One was writing a final paper and the other one was a take-home final exam that was designed to integrate material from the entire semester (integration).
Anatomy and Physiology I instructed by Watson C. L.
Fink’s (2003) taxonomy
• A series of application problems were introduced to learners throughout the semester. The instructors gave the leaners the assignments as homework and some as essay exam question. The thread of knowledge ended with the final exam.
• Foundational knowledge was retained. • Organ system knowledge was integrated.
The outcomes of the redesigned course indicated that application dimension improved significantly. However, integration scores were insignificant between pre- and post-test. The other elements of Fink’s taxonomy including foundational knowledge, human dimension, caring and learning how to learn did not have significant change during the semester. The caring and learning how to learn factors were unchanged because the learners joined this course for learning sophistication and empathy.
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• The use of ordinary instances inspired caring about the material.
• Utilising the material in leaner’ daily life added a human dimension.
• Making use of the book and other resources to answer the questions allowed learners to learn how to learn.
• The case studies compelled the application of academic material.
The unchanged foundational knowledge was due to the incomprehensive nature of the course that made the learners forget immediately knowledge acquired for each of the section exams.
Information Communi-cation Technology
SFIA’s (2011) approach
During internship period, interns were required to attain authentic roles in a technology intensive organisation. • Skills between level 1 and 4 in the SFIA-5 framework were
listed in internship survey. A survey questionnaire was administered to interns face-to-face.
• Internship activities were reported to peers and supervisors in interns’ journals and reports.
• Survey instrument was constituted around the skill categories of SFIA during internship, and the work performed in those categories and the pertinent university subjects supported that work.
• Interview script between the interviewer and the participants in discussion were properly coded in SFIA categories.
• Interns’ journals and reports were analysed by an academic researcher.
The interns’ performance was appropriate for their university learning, based on the SFIA-5 framework between level 1 and 4. Nevertheless, a scarcity of technical know-how, no technical writing subject, limited background in analysing existing systems, and the recurring emphasis on generic skills were the gaps between skills and knowledge acquired by the interns in a university and what was needed in the workplace.
MacKrell et al. (2013)
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Appendix B - Application of Progressive Assessment Matrix to designing assessment to facilitate incremental learning
Course: ISYS2110 Internet for Business
Assessment type: Case study This assessment has three tasks:
Task 1 - Case study analysis and discussion, which is divided into two sub-tasks:
• Sub-task 1A: Pre-case analysis – Students will work in groups of 3-4 persons to analyze three case studies and make decisions using academic framework learnt in the lectures.
• Sub-task 1B: Case study discussion – Students will take part in in-class discussion regarding the assigned case studies during tutorial classes. Student participation will be assessed individually.
Task 2 - Skill review Students will take an in-class tests aimed at assessing their ability to design a website on usability standards using XHTML and CSS.
Task 3 - E-business strategic plan (approximately 3,000 words)
Students will apply theories learnt in class and examples of companies reviewed in case studies to come up with their own e-business strategic plan using the Internet to support their business of choice. Students will decide whether the site is to be B2B or B2C, and whether it is an extension of a ‘bricks and mortar’ business or whether it is a web start-up company. The business idea must include a way of using the Internet to create business value.
All four tasks, i.e., Sub-task 1A (Pre-case Analysis) and Sub-task 1B (Case Study Discussion) of Task 1, Task 2 and Task 3, are designed following the thinking skill order of the Cognitive Processes Dimension as per revised Bloom’s Taxonomy. Sub-task 1A (Pre-case Analysis) assesses the concrete Factual knowledge learnt (see Table B-1); Sub-task 1B (Case Study Discussion) tests students’ understanding of the conceptual knowledge evolving from the factual elements (see Table B-2); Task 2 challenges students’ ability to use the procedural knowledge introduced (see Table B-3); and Task 3 calls for innovative use of the abstract metacognitive knowledge that undergirds the course (see Table B-4).
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Action verbs General description of assessment
Sub-task 1A: Pre-case analysis
Students are asked to: Explanation
Know
ledg
e Di
men
sion:
Fac
tual
Remembering: Find
Case Studies requiring students to find elements introduced in course.
1) analyse three case studies in groups of 3-4 to make decisions using academic framework learnt in the lectures.
One of the 3 case studies analysed is Mox Deals Vietnam (MDV). Students are required to retrieve knowledge learnt from E-business Fundamentals and Infrastructure to analyse MDV’s commercial model, business model, revenue model, type of sell-side e-commerce and market place position.
Understanding: Demonstrate
Case Studies requiring students to demonstrate an understanding of elements introduced in course.
2) provide a diagram and screen captures as evidence to support reason(s) for decision.
The use of diagrams and screen shots requires an understanding of the e-business fundamentals and infrastructure learnt.
Applying: Apply Case Studies requiring students to apply elements that have been introduced in course to a range of contexts.
3) explain whether offering a hybrid model of e-shopping mall provides a clear online value proposition for MDV to stay competitive in the market.
Developing such an explanation demands an ability to apply the e-business fundamentals and infrastructure learnt to a specific context, i.e., gauging the competitive position of MDV based on a hybrid model of e-shopping mall.
Analyzing: Compare
Case Studies requiring students to compare business service elements introduced in course to identify potential for achieving competitive advantages.
4) describe their experience with online purchase and express their views of the future of online retailing in Vietnam by comparing it with their experience.
Analyzing the future of online retailing in Vietnam based on personal experience is the first step toward understating how to use the e-business fundamentals and infrastructure learnt to carry out a comparative analysis to identify the potential for growth and development.
Evaluating: Assess
Case Studies requiring students to evaluate the appropriateness or usefulness of business elements introduced in the course for achieving competitive advantages in different contexts.
5) analyse the macro- and micro-environments of Vietnamese Daily Deals Industry using two situation analysis tools in e-strategy framework.
This analysis provides students the opportunity to appreciate the appropriateness or usefulness of two situation analysis tools in e-strategy framework under two contrasting contexts.
Creating: Compile
Case Studies requiring students to compile business elements introduced in the course to create innovative strategies for a range of contexts.
6) Suggest two specific online strategies to achieve competitive strength in Daily Deals Industry in Vietnam based on Vietnamese consumer online behaviour, with one strategy for customer acquisition and one for customer retention.
This assessment component compels students to compile a profile of Vietnamese consumer online behaviour using e-strategy elements introduced in course to create innovative strategies for two different contexts: customer acquisition and customer retention.
Table B-1. Designing assessment tasks in line with Bloom’s cognitive process order for factual knowledge acquired
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Development of a hierarchical assessment structural meta-pattern
Action verbs General description of assessment
Sub-task 1B: Case study discussion Students are asked to:
Explanation
Know
ledg
e Di
men
sion:
Con
cept
ual
Remembering: Relate
Case studies that require students to relate different types of conceptual linked elements introduced in the course.
1) Individually act as the representative from his/her previous group to present and explain the conceptual models found and identified in the case studies to the new group.
Students are required to present and explain why they chose certain models of MDV’s commercial, revenue model, type of sell-side e-commerce and market place position to their new group.
Understanding: Classify
Case Studies requiring students to classify business elements introduced in the course in a conceptually meaningful way.
2) Justify each member’s response and choose the best answer to compare with other discussion groups.
Members in the group choose the best response along with rationale and evidence. During this process, can also students compare and classify similar businesses and understand the pros and cons of each model and the reason why certain models are best suited for MDV’s context.
Applying: Utilize
Case Studies requiring students to utilise principles, theories, and models introduced in the course to plan efficient business operations.
3) Examine issues/opportunities that exist in the case studies and conduct a brief situation analysis for the organisation in question using a rich picture.
During this step, each student is encouraged to assume the role of different stakeholders, such as MDV’s owner, customer, and supplier. They will learn to step back and look at the situation from all possible perspectives. A rich picture is drawn as a result of the discussion.
Analysing: Examine
Case Studies designed to enable students to examine how theories and models introduced in the course are utilised in a range of real life contexts.
4) Suggest 2-3 alternative solutions, which were built from theories learnt in the lecture and from the issues/opportunities provided in the case studies.
By suggesting a few alternative solutions, students will develop the ability to apply theories and models learnt in the real situation which MDV is facing.
Evaluating: Deduct
Case Studies requiring students to deduce business strategies of organisation using principles, theories and models introduced in the course.
5) Assess the risks and benefits of each alternative solution and present the best possible solution for the organisation in the case studies.
Students will be able to choose the solution that is most suited to the organisation’s context based on risks and benefits assessment.
Creating: Formulate
Case Studies requiring students to use the conceptual knowledge introduced in the course to formulate new business strategies.
6) Outline the strategic plan to help the organisation adopt the proposed solution in the most efficient and cost-effective way.
Students will be able to use their creativity to develop innovative strategies in a way which will minimise the risks and take the most advantage of the situation.
Table B-2. Designing assessment tasks in line with Bloom’s cognitive process order for conceptual knowledge acquired
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Development of a hierarchical assessment structural meta-pattern
Action verbs General description of assessment
Task 2: Skill review Students are asked to: Explanation
Know
ledg
e Di
men
sion:
Pro
cedu
ral
Remembering: Name
Case Studies requiring students to identify and name the different techniques and methods used by organisations in practice to increase business performance.
1) Name the important components of the website and explain the importance of usability concept in the organisation’s website.
Analyse MDV’s website and identify different components of the website such as layout, sitemap, banner, etc.
Understanding: Interpret
Case Studies requiring students to show how the efficacy of different techniques and methods introduced in the course could be interpreted based on their use in business practice.
2) Explain how effective the organisation’s website is in the perspective of Vietnamese’s online consumers in comparison to the objectives of the website through the use of at least two website personas.
Through the use of website personas, students will learn how to view the website through the eyes of particular groups of consumers and should be able to enhance the usability of the website to match MDV’s main target markets.
Applying: Experiment with
Case Studies requiring students to experiment with techniques and methods introduced in the course to develop strategic business operations.
3) Propose a revised layout, sitemap, use-case diagram and use-case scenario to meet online consumers’ needs.
In performing these tasks, students will experiment with different scenarios and different types of consumers. They will also learn how to optimize MDV’s website.
Analysing: Distinguish
Case Studies requiring students to distinguish the usefulness of methods and techniques introduced in the course under different business operations.
4) Use different HTML and CSS techniques to improve the usability and appearance of the organisation website.
Using simple HTML and CSS codes to develop a prototype of the revised website that enhances its usability and appearance. This step requires students to match functionalities of the website as well as balancing its simplicity and attractiveness.
Evaluating: Interpret
Case Studies requiring students to interpret the efficacy of the techniques and methods introduced in the course with respect to their potential to influence business practices.
5) Test and evaluate the revised website on different platforms using different frameworks.
Students will learn how different browsers and other external factors may have an impact on the developed website and should be able to find the solutions.
Creating: Change
Case Studies requiring students to review how techniques and methods introduced in the course can be employed to change business practices in different market environments.
6) Present the website to the organisation along with rationales.
Through the presentation of the website, students will be able to use their creativity to defend and justify their proposed solutions which will promote deeper learning.
Table B-3. Designing assessment tasks in line with Bloom’s cognitive process order for procedural knowledge acquired
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Development of a hierarchical assessment structural meta-pattern
Action verbs General description of assessment
E-business strategic plan Students are asked to:
Explanation Kn
owle
dge
Dim
ensio
n: M
etac
ogni
tive
Remembering:Show
Case Studies requiring students to show business practices in terms of strategic direction based on the terminologies, theories, and methods introduced in the course.
1) Think of a business area where they have some familiarity based on their hobby, sport, or knowledge of a foreign market and its differences from Vietnam to generate a unique business idea that will appeal to a range of customers or business partners.
This task requires students to draw on their memory of various business practices (based on their strategic direction) and show those knowledge through the unique business idea generated.
Understanding: Extend
Case Studies requiring students to extend business practices to reflect new strategic direction based on the terminologies, theories, and methods introduced in the course.
2) Decide whether the e-business site is to be B2B or B2C, and whether it is an extension of a ‘bricks and mortar’ business or whether it is a web start-up company. The business idea must include a way of using the Internet to create business value.
This task requires students to extend their knowledge of various business practices to a new strategic direction (i.e. a way using the Internet to create business value).
Applying: Construct
Case Studies requiring students to construct new business practices to augment strategic requirements based on the terminologies, theories, and methods introduced in the course.
3) Apply theories learnt in class and examples drawn from companies in case studies to generate an E-business strategic plan to use the Internet to support their business of choice.
This task requires students to apply theories learnt in class and examples drawn from companies in case studies to construct new Internet business practices that will form the corner stones of an E-business strategic plan to support their business of choice.
Analyzing: Classify
Case Studies requiring students to classify business practices to develop strategic resources based on the terminologies, theories, and methods introduced in the course.
4) Develop ways to personalise a product using customer information (like supplied graphics), or to enhance the value of a product with added personal service (e.g., golf clubs made after swing analysis of webcam) to differentiate its product offerings as a means to gain competitive advantages.
This task requires students to classify products offered online to identify strategic areas to differentiate its product offerings as a means to gain competitive advantages.
Evaluating: Interpret
Case Studies requiring students to interpret business practices to generate new strategies based on the terminologies, theories, and methods introduced in the course.
5) Evaluate how the e-business site could provide niche goods over a global market through an interpretation of the business practices characteristic of online retailing.
This task requires students to interpret and evaluate different business practices characteristic of online retailing to develop ideas to provide niche goods over a global market.
Creating: Create Case Studies requiring students to review business practices to identify problems and create solutions based on the terminologies, theories, and methods introduced in the course.
6) Show how the web based part of their e-business plan will create a NEW revenue stream by increasing customer value (e.g., matching customer needs to a source of supply), offering personal services, and off-setting some cost items.
This task requires students to review issues of different business practices linked to e-business operations and identify plausible solutions to create a NEW revenue stream by increasing customer value, offering personal services, and off-setting some cost items.
Table B-4. Designing assessment tasks in line with Bloom’s cognitive Process order for metacognitive knowledge acquired
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