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Using an evidence-based course evaluation approach and the Blooming Biology Tool, the study compares the cognitive skill level of each learning outcome with the cognitive level at which it is assessed. Findings highlight misalignments and support revising learning outcomes to better match intended learning levels. Student results show significantly higher scores (p \u003C .05) when tested at the stated cognitive level than at higher levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-report-on-the-implementation-of-the-blooming-biology-tool-aligning-course-learning-outcomes-with-assessments-and-promoting-consistency-in-a-large-multi-section-first-year-biology-course/595585/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-report-on-the-implementation-of-the-blooming-biology-tool-aligning-course-learning-outcomes-with-assessments-and-promoting-consistency-in-a-large-multi-section-first-year-biology-course/595585.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What were the study’s main objectives for evaluating the course?","Question",{"text":112,"@type":113},"The study aimed to assess alignment between exam questions and learning outcomes, examine gaps and overlaps in assessment across course sections, and use the results to provide feedback for improving the course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers evaluate alignment between outcomes and assessments?",{"text":117,"@type":113},"They used an evidence-based approach and employed the Blooming Biology Tool to compare the cognitive skill level of learning outcomes with the cognitive level at which corresponding exam items were assessed.",{"name":119,"@type":110,"acceptedAnswer":120},"What impact did cognitive-level alignment have on student performance?",{"text":121,"@type":113},"Students scored significantly higher (p \u003C .05) on questions where learning outcomes were tested at the stated cognitive skill level compared with questions tested at a higher level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595585,1792193172,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 1 | Issue 1 | Article 8 |\n| --- | --- |\n| 6-21-2010\u003Cbr>AReport on the Implementation of the Blooming Biology Tool: Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course\u003Cbr>Angie O'Neill\u003Cbr>University of British Columbia, [oneill@zoology.ubc.ca](oneill@zoology.ubc.ca)\u003Cbr>Gülnur Birol\u003Cbr>University of British Columbia, [birol@science.ubc.ca](birol@science.ubc.ca)\u003Cbr>Carol Pollock\u003Cbr>University of British Columbia, [pollock@zoology.ubc.ca](pollock@zoology.ubc.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.8](http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.8) |  |\n\nRecommended Citation  \nO'Neill, Angie; Birol, Gülnur; and Pollock, Carol (2010) \"A Report on the Implementation of the Blooming Biology Tool: Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 1: Iss. 1, Article 8.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.8](http://dx.doi.org/10.5206/cjsotl-rcacea.2010.1.8)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/8](http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/8)  \nAReport on the Implementation of the Blooming Biology Tool: Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course  \nAbstract  \nThe objectives ofthis study were to investigate the alignment of exam questions with course learning outcomes in a first year biology majors course, to examine gaps and overlaps in assessment of content amongst the sections of the course, and to use this information to provide feedback to the teaching team to further improve the course. Our ultimate goal was to provide students with learning outcomes that would clearly indicate the content and the level at which they would be expected to learn the content for this course, regardless of the section in which they were registered. We took an evidence-based approach to course evaluation and employed the Blooming Biology Tool to compare the learning outcomes and the exam questions of the course, investigating whether the cognitive skill level of each learning outcome as written matched the level at which it was assessed. We identified misalignments and recommended revising the learning outcomes to better reflect the intended level of learning for the course. We also investigated student performance on exam questions of different cognitive levels and found that students scored statistically significantly higher (p \u003C .05) on questions in which learning outcomes were tested at the stated cognitive skill level compared to at a higher level.  \nLes objectifs de cette étude étaient (1) d’examiner la correspondance entre les questions d’examen et les résultats en matière d’apprentissage pour un cours de première année d’une majeure en biologie,(2) d’étudier les écarts et les chevauchements en matière d’évaluation du contenu des sections du cours et (3) d’utiliser ces informations pour fournir de la rétroaction à l’équipe des enseignants afin d’améliorer le cours. Notre but ultime était de faire en sorte que les résultats de l’apprentissage des étudiants indiquent clairement le contenu à apprendre et le niveau cognitif qu’ils devraient avoir atteint, peu importe la section à laquelle ils s’étaient inscrits. Nous avons utilisé une approche basée sur les données probantes pour évaluer le cours ainsi quel’outil de taxonomie de Bloom appliqué à biologie pour comparer les résultats d’apprentissage et les questions d’examen du cours. Nous souhaitions ainsi vérifier si le niveau de compétences cognitives tel qu’il est écrit pour chaque résultat d’apprentissage correspondait au niveau auquel il était","cbCairLBy3unbYMf","https://ap.wps.com/l/cbCairLBy3unbYMf","pdf",195793,27,"English","# Abstract\n## Study objectives\n## Methods (Blooming Biology Tool)\n## Findings and recommendations\n## Student performance results","[{\"question\":\"What were the study’s main objectives for evaluating the course?\",\"answer\":\"The study aimed to assess alignment between exam questions and learning outcomes, examine gaps and overlaps in assessment across course sections, and use the results to provide feedback for improving the course.\"},{\"question\":\"How did the researchers evaluate alignment between outcomes and assessments?\",\"answer\":\"They used an evidence-based approach and employed the Blooming Biology Tool to compare the cognitive skill level of learning outcomes with the cognitive level at which corresponding exam items were assessed.\"},{\"question\":\"What impact did cognitive-level alignment have on student performance?\",\"answer\":\"Students scored significantly higher (p \\u003c .05) on questions where learning outcomes were tested at the stated cognitive skill level compared with questions tested at a higher level.\"}]","A Report on the Implementation of the Blooming Biology Tool - Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course | PDF",1792081429,68]