Using Bloom’s taxonomy, draft 6 overarching student course competencies for a HEALTH COURSE (Undergraduate Level) that would be part of a program of study.

Also, ensure 4 learning objectives are measurable and include both the condition and criteria as well as the taxonomic verbs. (One key component to remember; taxonomy level somewhat corresponds to level of education. Courses at the undergraduate junior and senior levels, as well as graduate education, should have more course competencies than at the mid-higher levels of Bloom’s taxonomy.)

·

·         After selecting these course competencies, write a 2 page paper that provides more information about the course itself.

–          Identify the name of the course

–          Include a course description

–          Discuss why you selected these particular competencies.

–          Justify why the assessments picked are appropriate for the course level (undergraduate, freshman, sophomore, junior or senior levels, or graduate education).

RESOURCE MATERIAL and Specifications

·         Waller, K. (n.d.). Writing instructional objectives. National Association of Colleges and Employers. Retrieved fromwww.naceweb.org/events/writing-learning- objectives.pdf

These are from my Instructional Design and Curricula Course from university (Paper must apply to these)
Competencies:
1. Apply educational taxonomies to create measurable learning objectives and competencies.
3. Evaluate the required alignment between course assessments, course competencies, and program outcomes.
4. Create student-centered curriculum maps for an educational program.

Learning Objectives:
1. Draft a taxonomically correct student learning competencies for a course.
2. Utilize linkage between assessments and student learning competencies in a course of study.
3. Create student learning competencies and assessments for a curriculum map.