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Blooms Taxonomy Assignment
Blooms Taxonomy Assignment
Instructions
Review the list of verbs, by level, found in this module. Then, referring to the same subject that you referenced in the previous activity, make a list of six objectives you want each student to master as your students advance, from low to high, through Bloom’s taxonomy. If you are teaching students how to ride a bike, you might use the following example statements:
Remembering: The student will label the handlebars, the seat, the pedals, the gears, and the wheels of the bike.
Analyzing: The student will compare the mechanics of riding a bike with the mechanics of walking.
Evaluating: The student will explain to a peer how to ride a bike.
Grading Rubric
Exemplary
Remembering The assignment lists a student objective for this level of Bloom’s taxonomy. This objective is categorized at the appropriate level, and the objective clearly lends itself to build upon one another, AND shows evidence of the candidate’s comprehensive understanding of Bloom’s taxonomy.
Understanding The assignment lists a student objective for this level of Bloom’s taxonomy. This objective is categorized at the appropriate level, and the objective clearly lends itself to build upon one another, AND shows evidence of the candidate’s comprehensive understanding of Bloom’s taxonomy.
Applying The assignment lists a student objective for this level of Bloom’s taxonomy. This objective is categorized at the appropriate level, and the objective clearly lends itself to build upon one another, AND shows evidence of the candidate’s comprehensive understanding of Bloom’s taxonomy.
Analyzing The assignment lists a student objective for this level of Bloom’s taxonomy. This objective is categorized at the appropriate level, and the objective clearly lends itself to build upon one another, AND shows evidence of the candidate’s comprehensive understanding of Bloom’s taxonomy.
Evaluating The assignment lists a student objective for this level of Bloom’s taxonomy. This objective is categorized at the appropriate level, and the objective clearly lends itself to build upon one another, AND shows evidence of the candidate’s comprehensive understanding of Bloom’s taxonomy.
Creating The assignment lists a student objective for this level of Bloom’s taxonomy. This objective is categorized at the appropriate level, and the objective clearly lends itself to build upon one another, AND shows evidence of the candidate’s comprehensive understanding of Bloom’s taxonomy.
Spelling and Grammar The work is written at a graduate level or post-graduate level. The writing is well-organized and clear.
Care Coordination Plan
Care Coordination Plan
Preparation
In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
To prepare for your assessment, you will research the literature on your selected healthcare problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based on EBP and discuss how the plan includes elements of Healthy People 2030.
For this assessment:
• Build on the preliminary plan developed in Assessment 1 to complete a comprehensive care coordination plan.
Read my Assessment 1 paper; see attached paper. Title: Preliminary Care Coordination Plan- Mental Health.
Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, five pages long, not including the title page and reference list.
Supporting Evidence
Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.
Grading Requirements
The requirements below correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
• Design patient-centered health interventions and timelines for a selected healthcare problem.
• Address three healthcare issues.
• Design an intervention for each health issue.
• Identify three community resources for each health intervention.
• Consider ethical decisions in designing patient-centered health interventions.
• Consider the practical effects of specific decisions.
• Include the ethical questions that generate uncertainty about the decisions you have made.
• Identify relevant health policy implications for the coordination and continuum of care.
• Cite specific health policy provisions.
• Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
• Clearly explain the need for changes to the plan.
• Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
• Use the literature on evaluation as guide to compare learning session content with best practices.
• Align teaching sessions to the Healthy People 2030 document.
• Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
• Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Tenerife Airport Disaster
An overview of the accident and what caused it