Blooms taxonomy as a tool to align screencasts with intended learning outcomes

Abstract

A set of 17 screencasts were evaluated in relation to verbs associated with different levels of cognitive processes, as defined in Blooms (revised) taxonomy. The eight verbs ranked by students as most relevant – "describe", "define", "recognize", "summarize", "exemplify", "illustrate", "solve" and "analyze" – to characterize the screencasts primarily represent low order cognitive processes. It is suggested that the methodology presented can be used to align instructional components with intended learning outcomes.