The Jam Session
Game Build Info
Mastering Learning Objectives
Let's Play
Dear Concertmaster,
I've been out prioritized by a violin. My ego may never recover.
Did you hear…?
Well, I suppose when you’re that talented, time becomes a precious commodity.
Sorry guys, gotta go! Closing my browser.
OK, I feel badly, I'll help you out.
Thank you, we are so grateful you are on your way to assist. When you arrive at the school, there are some job aids posted on the bulletin board you might find helpful for catching up with our progress. Then, I'd suggest heading for the Fundamental Studio where student learning starts.
Go To Academy
FS
Well, well! Look who decided to trade their bow for a brain teaser! Welcome to my domain concertmaster!
CC
00:03
Oh goodness, you must be the concertmaster, welcome, I'm so glad you are here. The maestro is expected shortly, but as I walked into this practice room a gremlin scrambled out in a frenzy and sent the instructor's note cards flying all over the room. I know the instructor was preparing for the maestro's arrival, he had been studying Bloom's measurable verbs. The notecards were sorted with the fundamental notes for building a music scale all ready to go. He is going to be a wreck if he sees this so close to the maestro's arrival. Can you help me identify the measurable note cards to rebuild the scale before the maestro arrives?
CC
Certainly!
We're just getting started and I can this is too much, just too much. See you later!
Oh gosh, I thought we had the help we needed, now what?
I wonder when the maestro actually arrives?
I guess we scared the concertmaster off already .
Sorry guys, gotta go! Closing my browser.
OK, I feel badly, I'll help you out.
CC
Well, we made it through that little project in a hurry. That actually wasn’t so bad, I did use the Bloom’s tool a couple of times. Did you have time to check out the tools on the bulletin board when you arrived? I think there’s a copy here in all of the practice rooms somewhere, let me see if I can remember where it is in this room. If you see anything that we should update be sure to let us know. It seems calm in this room, which is nice. I know the professor working in this room had an activity for us set up where we could practice indicating the cognitive levels for various verbs. It would be great if you could give it a try before the gremlins come sneaking in.
It sure would be great to know if you feel like this activity is worthwhile for practicing using cognitive levels.
Let's Do It!
Ugh, fine! You actually understood how these cognitive levels work. I was hoping you'd stay confused forever, but nooo.... you had to go and figure it out. I'm moving you along before you get too smug about it!
Theory
Ugh, fine! You actually understood how these cognitive levels work. I was hoping you'd stay confused forever, but nooo.... you had to go and figure it out. I'm moving you along before you get too smug about it!
Theory
Ah, there you are. I’m impressed; you made that seem Semplice. I’m still sitting here struggling with these student evaluations. They all mention improvisation, which is hard, but their frustrations start with something as simple as recognizing jazz scales which makes even simple compositions an ongoing source of Agitato. I’m at a loss for why this is so challenging for them, but I suppose I’ve just been doing it for so long that it’s just not difficult for me. I need to adjust my strategy to follow a logical cognitive flow, in order to present course revision plan to the maestro when he arrives, so this is making me very nervous. There must be a pattern to facilitate cognitive retention, and I know I just need to apply my knowledge of the taxonomy to create order from this chaos, but these darn Gremlins keep buzzing through the room causing me to lose focus. I just can't seem to make any headway.
I wonder, would you mind taking a look with me? I’ve got the summary of the student responses on the whiteboard behind you if you don’t mind. I’m sure there is a logical way to approach this…
Absolutely, let's take a look
00:05
00:05
By the end of this module you will be able to…
00:05
00:05
Yikes,. That’s… not it. Here’s a hint: stop guessing, try looking at the action the students are performing. Now scoot - you’ll need to try again to get part of the code to escape this level.
Repeat
00:05
00:05
Yikes,. That’s… not it. Here’s a hint: stop guessing, try looking at the action the students are performing. Now scoot - you’ll need to try again to get part of the code to escape this level.
Repeat
By the end of this module you will be able to…
I can't believe you got that one! Okay, concert master, you've earned a smidgen of respect. But you still haven't escaped!
00:05
00:05
Opus On
WRONG-O! I love watching you stumble around in the dark! Come on, read that objective again and really THINK about what students are doing.
00:05
00:05
Ostinato
By the end of this module you will be able to…
00:05
00:05
Argh! You got Another one right! This NOT how this was supposed to go. My fellow gremlins are going to hear about this.
A Tempo
00:05
00:05
Ha! Wrong answer, wrong level, wrong everything. You might wanna look at what verb they’re using there genius. This school’s doomed if that’s your best guess!
Attacca
By the end of this module you will be able to…
Oh, wonDerful. Just wonderful. You're better at this than I thought. But can you keep this streak going?
00:05
00:05
Dig Deeper
Ha! Wrong answer, wrong level, wrong everything. You might wanna look at what verb they’re using there genius. This school’s doomed if that’s your best guess!
00:05
00:05
Del Capo
By the end of this module you will be able to…
00:05
00:05
Fine, fIne. You’re really starting to bug me now. Too bad you’re still trapped here with us though!
Intrada
00:05
00:05
Oooh, so close! Just kidding – you’re nowhere near it! Back the drawing board concert master. The clock’s still ticking…
Improvise
By the end of this module you will be able to…
I can't believe you got that one! Okay, concert master, you've earned a smidgen of respect. But you still haven't escaped!
Oh, wonDerful. Just wonderful. You're better at this than I thought. But can you keep this streak going?
00:05
00:05
Argh! You got Another one right! This NOT how this was supposed to go. My fellow gremlins are going to hear about this.
Yikes,. That’s… not it. Here’s a hint: stop guessing, try looking at the action the students are performing. Now scoot - you’ll need to try again to get part of the code to escape this level.
Fine, fIne. You’re really starting to bug me now. Too bad you’re still trapped here with us though!
00:05
00:05
Ha, You definitely missed your cue there! You call yourself a master? You two better give that performance another go!
Stretto
I’m so glad I went digging in this old store room, I do believe I have found the perfect item for the next module in my course. This old lesson plan has students practicing different skills and it ties in some of the famous jazz musicians, what a great way to highlight the best of the best while getting something constructive done. Now, I just need to break this lesson plan down so I deliver the pieces in the right cognitive order.
00:40
Can you believe these professors? They think they’re getting somewhere with this concertmaster of theirs.
It’s great news for us that he really likes this old lesson plan he found in the archives. He’s never going to figure out how to break this down and put it in the order students should be learning in.
And then they still have to find an assessment that measures the objective.
Yeah, and we’ve got them running scared. The maestro will be here soon, and they don’t have a full grasp on how those verbs connect to how learning happens at different levels, not yet anyway.
00:55
Did you feel his frustration when we kept barging into his office as he was trying to concentrate? They don’t call us the discord gremlins for nothing!
Professor, your analytical work at the Academy has been impressive, but there's one more crucial step in our journey. You see, here at the Academy of Jazz, we believe that true mastery comes not just from understanding theory, but from having your work evaluated by your peers - just like musicians do. Tonight, I'd like to take you to one of New Orleans' most exclusive venues - the Peer Review Lounge. It's where the city's most respected music educators gather after hours to critique and refine each other's teaching approaches...
Let's Go!
critical thinking
Professor, welcome to the Peer Review Lounge—one of New Orleans' most exclusive venues where music educators have gathered for decades to critique and refine each other's work. The beauty of this place is that previous educators left their lesson plans on these papers tacked to the walls, for future colleagues to practice evaluating. Your task: Examine each paper and determine if the objective and assessment are properly aligned. If aligned: File it in the correct drawer based on focus area (Critical Thinking or Professional Communication) and cognitive level (Remember through Create). If misaligned: Toss it in the circular "revision" basket beside the chair. The lounge awaits....
Prof.communic.
level 1
level 2
level 3
level 4
level 5
level 6
level 2
level 3
level 4
level 5
level 6
level 1
—OH, did I mention I've LOCKED YOU IN? 😈That's right, maestro! You're trapped in this lounge until you prove you can EVALUATE alignment properly. Sort at least 12 papers correctly, and maaaaybe you'll figure out how to escape. Pay attention while you work... helpful clues have a way of appearing when you're doing things right! Now get sorting! The maestro's review won't wait forever!
Alignment Achieved
critical thinking
Prof.communic.
level 6
level 6
level 5
level 5
level 4
level 4
level 3
level 3
level 2
level 2
level 1
level 1
WRONG CODE! Did you get all the letters? Or is your letter order just off key? Well, look's like you're trying this one again. 12 drawers, 12 letters, 12 is the right key to true alignment!
Alignment Achieved
critical thinking
Prof.communic.
level 6
level 6
level 5
level 5
level 4
level 4
level 3
level 3
level 2
level 2
level 1
level 1
Professor, you've proven you can evaluate alignment with precision. Now comes the ultimate test: CREATION. Welcome to the Rehearsal Hall—where theory meets practice, where knowledge becomes craft. Just as musicians rehearse before performing, you'll now practice creating assessments from scratch. The maestro has left six assessment design challenges on these music stands—one for each cognitive level. Your task? Make the right decisions at each step to design perfectly aligned assessments. Complete 4 out of 6 scenarios successfully, and you'll earn your place on the grand stage. But remember—one wrong decision, and the whole assessment falls out of tune.This is where you compose, maestro. Show us what you've learned. 🎺
Oh, CREATE assessments from SCRATCH? This should be entertaining! 😈Let's see if you can actually DO what you've been learning, professor. Tick tock— the maestro's waiting, and I'm betting you'll compose a symphony of FAILURE! Get started... if you dare!
Ready for another one are ya! Be sure to keep track of which of the six scenarios you completed all three stages for... you need to complete 4 of the objective / assessment challenges before the Maestro shows up!
Course: Introduction to Business Communication
Target Audience: First-year college students
Learning Objective: Students will IDENTIFY the key components of a professional email
Your Challenge: Design an assessment that measures Remember-level thinking.
Part 1: What type of assessment format best measures this Level 1 objective?
Oh yes, and did I tell you there are three parts to each scenario? Hey' it's just like the real deal here, no one said it was going to be easy.
Correct! Labeling requires recall and identification Pure Remember, Level 1!
Continue to Part 2
Not Quite - Consider the Objective Verb Writing an email requires APPLICATION.Comparing styles requires ANALYSIS. Judging quality based on criteria is EVALUATION.
Try part one for this objective/assessment again
Return to Rehearsal Hall
Target Audience: First-year college students
Course: Introduction to Business Communication
Learning Objective: Students will IDENTIFY the key components of a professional email
Your Challenge: Design an assessment that measures Remember-level thinking.
Part 2: What should students submit as evidence they can identify email components?
Perfect!A labeled diagram shows they can IDENTIFY components. That's exactly what the Remember objective asks for!
Continue to Part 3
Not Quite - Consider the Objective Verb Explaining WHY moves to UNDERSTAND level, this objective only asks them to identify.Creating an email is APPLYING (or CREATING), not remembering. Comparison requires ANALYSIS. This objective is about remembering.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Target Audience: First-year college students
Course: Introduction to Business Communication
Learning Objective: Students will IDENTIFY the key components of a professional email
Your Challenge: Design an assessment that measures Remember-level thinking.
Part 3: How should you assess their work?
Well Done! You've designed an aligned Level 1- (Remember) Assessment..... This assessment measures exactly what the objective asks - no more, no less. NowThat's Alignment
Excellent! A simple checklist matchesRemember -Level 1 thinking. Either they identified the components correctly or they didn't. Binary, straightforward scoring.
Return to Rehearsal Hall!
Not Quite - Consider the Objective Verb Measuring depth of understanding is for higher cognitive levels, remembering is binary. Did they do it correctly? Yes or No. Effort does not equal mastery, there is a clear right or wrong. Peer review is best for higher level thinking, in any case - remember is still just about about right or wrong.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Communication
Target Audience: Upper Division Students
Learning Objective: Students will EXPLAIN how audience affects communication tone and format.
Your Challenge: Design an assessment that measures Understand-level thinking.
Part 1: What type of assessment format best measures this Level 2 objective?
Correct! Describing HOW communication should chnage demonstrates they UNDERSTAND the relationship between audience and tone.
Continue to Part 2
Not Quite - Consider the Objective Verb Identifying examples requires RECOGNIZING, that's remembering, not understanding. Writing messages using correct tone is APPLYING, using their knowledge in practical situations. Critiquing is judging something, that'e EVALUATE - Level 5.
Try part one for this objective/assessment again
Return to rehearsal hall.
Course: Professional Communication
Target Audience: Upper Division Students
Learning Objective: Students will EXPLAIN how audience affects communication tone and format.
Your Challenge: Design an assessment that measures Understand-level thinking.
Part 2: What should students submit as evidence theyunderstand audience impact?
Yes! A written explanation rquires them to articulate the relationship between audience and communication choices.
Continue to Part 2
Not Quite - Consider the Objective Verb Matching is still REMEMBERING, understanding requires more than remembering. LISTING is recalling something, REMEMBERING, still no understanding here. Using guidelines for different audiences is APPLYING knowledge, that's more difficult than understanding the concept.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Communication
Target Audience: Upper Division Students
Learning Objective: Students will EXPLAIN how audience affects communication tone and format.
Your Challenge: Design an assessment that measures Understand-level thinking.
Part 3: How should you assess their work?
Perfectly Composed! You've designed an aligned Level 2- (Understand) Assessment..... This assessment measures comprehension = students must demonstrate they UNDERSTAND the relationships and can explain the reasoning, not just recall rules!
Excellent! Rubrics work well for measuring depth of work when any abiguity is possible. All assessments from Level 2 up, are perfect for this tool! In this case Accuracy, Depth and Clarity all contribute to the Quality of comprehension and understanding.
Return to Rehearsal Hall
Not Quite - Consider the Objective Verb A checklist is too simplistic, there's more here than right or wrong Peer feedback can support learning, but it's not the best PRIMARY assessment Self-assessment is valuable for reflection and engaging with concepts, but not as the primary measure of understanding. Instructor feedback is critical.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Devleopment
Target Audience: Upper Division Students
Learning Objective: Students will USE conflict resolution techniques.
Your Challenge: Design an assessment that measures apply-level thinking.
Part 1: What type of assessment format best measures Level 3 objective?
Correct! Correct! Practicing with a scenario requires them to USE the techniques in a situation - that's Apply level!
Continue to Part 2
Not Quite - Consider the Objective Verb Listing steps is REMEMBER level - recalling information, not using it. Explaining why it matters is UNDERSTAND level - comprehension, not application. Evaluating which approach works best is EVALUATE level - making judgments.
Try part one for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Development
Target Audience: Upper Division Students
Learning Objective: Students will USE conflict resolution techniques.
Your Challenge: Design an assessment that measures apply-level thinking.
Part 2: What should students submit as evidence they can apply confict resolution?
Perfect! Demonstration shows they can actually USE the techniques in practice - that's APPLY-level evidence!
Continue to Part 3
Not Quite - Consider the Objective Verb Reflection is Understand level - thinking about concepts, not applying them. Comparison is Analyze level - examining relationships between models. A quiz tests Remember level - recalling steps, not using them.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Development
Target Audience: Upper Division Students
Learning Objective: Students will USE conflict resolution techniques.
Your Challenge: Design an assessment that measures apply-level thinking.
Part 3: How should you assess their work?
Well Done! You've designed an aligned Level 3- (Apply) Assessment..... This assessment ensures learners are using the information, not just remembering, and doing much more than explaining concepts!
Yes! Rubrics work just as well in the professional arenas as in education. A rubric measuring CORRECT APPLICATION ensures they used techniques property and in context!
Return to Rehearsal Hall
Not Quite - Consider the Objective Verb Mentioning steps (Remember) isn't the same as USING them correctly (Apply) Confidence doesn't equal competence - assess actual performance, not feelings. Creativity isn't the goal - CORRECT application of established techniques is.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Course: Leadership Development
Target Audience: Upper Division Students
Learning Objective: Students will COMPARE different leadership styles and their effectivness in various contexts. .
Your Challenge: Design an assessment that measures apply-level thinking.
Part 1: What type of assessment format best measures this Level 4 objective?
Correct! Examining cases and identifying patterns requires ANALYSIS - seeing relationships between leadership styles and contexts!
Continue to Part 2
Not Quite - Consider the Objective Verb Defining is Remember level - recalling what it means- not analyzing something. Using a style is Applying - putting knowledge into practice. Judging 'best' is Evaluating - making value judgements
Try part one for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Development
Target Audience: Upper Division Students
Learning Objective: Students will COMPARE different leadership styles and their effectiveness in various contexts.
Your Challenge: Design an assessment that measures analyze-level thinking.
Part 2: What should students submit as evidence they can analyze leadership styles?
That's Right....A comparison chart requires analyzing similarities, differences, and relationships - that's Analyze-level evidence!
Continue to Part 3
Not Quite - Consider the Objective Verb Presenting information is Understand level - explaining concepts, not analyzing them. However “presenting” itself is not to be confused with writing your own format for presentation of material – then possibly presenting it. Reflection on preference is Understand/Evaluate - not systematic analysis of relationships. Identifying examples is Remember/Apply - categorizing, not analyzing relationships.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Development
Target Audience: Upper Division Students
Your Challenge: Design an assessment that measures analyze-level thinking.
Part 3: How should you assess their work?
Learning Objective: Students will COMPARE different leadership styles and their effectiveness in various contexts.
Well Done! You've designed an aligned Level 4- (Analyze) Assessment..... Comparing relationships is the type of analytical work that steps the learner into deeper engagement with the likelihood of transfer to long-term memory!
Ecellent! Measuring depth of analysis and accuracy of comparisons assesses the quality of analytical thinking!.
Return to Rehearsal Hall
Not Quite - Consider the Objective Verb A checklist is too simplistic, there's more here than right or wrong Peer feedback can support learning, but i's not the best PRIMARY assessment Self-assessment is valuable for reflection and engaging with concepts, but not as the primary measure of understanding. Instructor feedback is critical.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Target Audience: Upper Division Students
Learning Objective: Students will CRITIQUE curriculum/hands on training programs using established effectiveness criteria.
Your Challenge: Design an assessment that measures Evaluate-level thinking.
Part 1: What type of assessment format best measures this Level 5 objective?
Correct! Assessing and justifying with criteria is EVALUATION - making judgments based on standards!
Continue to Part 2
Not Quite - Consider the Objective Verb Listing criteria is Remember level - recalling information. Comparing is Analyze level - examining relationships, not judging quality. Designing is Create level - producing something new.
Try part one for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Target Audience: Upper Division Students
Learning Objective: Students will CRITIQUE curriculum/hands on training programs using established effectiveness criteria.
Your Challenge: Design an assessment that measures Evaluate-level thinking.
Part 2: What should students submit as evidence they can evaluate curriclum/training programs?
Perfect! A critique with justifications shows they can JUDGE quality using criteria - that's Evaluate-level evidence!
Continue to Part 3
Not Quite - Consider the Objective Verb Listing strengths/weaknesses without justification is Analyze level - we need evaluative judgment. Comparison is Analyze level - examining differences, not judging quality. Recommendations are a move toward Create level - focus on judgment first.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Learning Objective: Students will CRITIQUE curriculum/hands on training programs using established effectiveness criteria.
Target Audience: Upper Division Students
Your Challenge: Design an assessment that measures Evaluate-level thinking.
Part 3: How should you assess their work?
Well Done! You've designed an aligned Level 5- (Evaluate) Assessment..... Learning is getting deeper and more likely to be retained over time at this point! Hint - letting learners know what expectations are, in writing, helps them not only achieve, but go above and beyond.
You Got It! Measuring REASONING quality ensures they justified their judgments with sound logic - perfect Evaluate assessment!
Return to Rehearsal Hall
Not Quite - Consider the Objective Verb Addressing criteria isn't enough - must assess QUALITY of their evaluative reasoning. Agreement isn't the goal - well-reasoned judgments can differ. Assess the reasoning, not the conclusion. Peer consensus is subjective - assess individual reasoning quality with clear criteria.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Target Audience: Upper Division Students
Course: Instructor Preparation
Learning Objective: Students will DESIGN an onboarding program taylored to their organization or business goals.
Your Challenge: Design an assessment that measures Create-level thinking.
Part 1: What type of assessment format best measures this Level 6 Objective?
Correct! Developing an original program requires CREATION - producing something new and tailored!
Continue to Part 2
Not Quite - Consider the Objective Verb Listing components is Remember level - recalling information. Critiquing is Evaluate level - judging existing work. Comparing is Analyze level - examining relationships.
Try part one for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Target Audience: Upper Division Students
Learning Objective: Students will DESIGN an onboarding program taylored to their organization or business goals.
Your Challenge: Design an assessment that measures Create-level thinking.
Part 2: What should students submit as evidence they can create an onboarding program?
Perfect! A detailed program plan shows they've CREATED something new and comprehensive - that's Create-level evidence!
Continue to Part 3
Not Quite - Consider the Objective Verb Analysis is Analyze level - examining existing practices, not creating new ones. Critique is Evaluate level - judging quality, not creating. Explaining importance is Understand level - comprehension, not creation.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Target Audience: Upper Division Students
Learning Objective: Students will DESIGN an onboarding program taylored to their organization or business goals.
Your Challenge: Design an assessment that measures Create-level thinking.
Part 3: How should you assess their work?
Well Done! You've designed an aligned Level 6- (Create) Assessment..... This is the cream of the crop, the tip of the triangle, and where learning is most deep and most likely retained. When we can "remix" information and create something new, we really know our stuff.
Wonderful! Measuring innovation, feasibility, and cultural fit assesses the QUALITY of their creation - a perfect Create-level assessment!
Not Quite - Consider the Objective Verb Addressing criteria isn't enough - must assess QUALITY of their evaluative reasoning. Agreement isn't the goal - well-reasoned judgments can differ. Assess the reasoning, not the conclusion. Peer consensus is subjective - assess individual reasoning quality with clear criteria.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Congratulations - I guess. If you have landed here you are either golden or you just think you are... we are about to find out.
Think harmony, not echo.
If you solved at least four of the six puzzles you have everything you need. Now it's time to put your thkning cap on and wrap this thing up!
Seeing double? That's your problem, not mine!
Repeats are cool in music, but codes? Not so much! 🎵
A chord needs different notes to sound right. Same with your code, maestro!
In jazz, you don't play the same note twice in a row... catch my drift? 😏
BRAVO, PROFESSOR 🎺 You've mastered all six levels of Bloom's Taxonomy and restored harmony to the Jazz Academy! Through your journey, you've demonstrated: The gremlins have been vanquished. The curriculum is aligned. and YOU have proven yourself worthy of the title we now bestow upon you: MASTER OF ASSESSMENT DESIGN The maestro applauds your performance. The academy is in harmony once more.
- Remember - Identifying foundational elements
- Understand - Explaining relationships
- Apply - Using knowledge in practice
- Analyze - Examining patterns and connections
- Evaluate - Making informed judgments
- Create -Designing original solutions
Visit Website For Build Design Details
Return to Sententia World
Download Certificate
Focus Area
Professional Communication
Objective
Identify common communication barriers in the workplace.
Assessment
Design a comprehensive training program addressing communication challenges.
Focus Area
Professional Communication
Objective
Examine communication breakdowns and identify root causes.
Assessment
Analyze a failed communication scenario, breaking down what went wrong and why.
Focus Area
Critical Thinking
Objective
Design a critical thinking protocol for evaluating complex decisions.
Assessment
Develop an original decision-making framework with clear steps and criteria.
Focus Area
Professional Communication
Objective
Compare leadership styles across different organizational contexts.
Assessment
Multiple-choice test asking students to match leaders with thier styles.
Focus Area
Critical Thinking
Objective
Explain how bias affects decision-making processes.
Assessment
Short answer response describing the relationship between cognitive bias and judgements.
Focus Area
Critical Thinking
Objective
Compare different problem-solving approaches and identify their strengths.
Assessment
Written analysis comparing two methodologies and explaining when each is most effective.
Focus Area
Critical Thinking
Objective
Compare different problem-solving approaches and identify their strengths.
Assessment
Written analysis comparing two methodologies and explaining when each is most effective.
Focus Area
Professional Communication
Objective
Explain how audience affects message tone and format.
Assessment
Describe differences in communication approach for three different audiences (executive, peer, client).
Focus Area
Professional Communication
Objective
Recall the key components of professional email etiquette.
Assessment
Matching quiz pairing communication scenarios with appropriate etiquette rules.
Focus Area
Professional Communication
Objective
Critique workplace communications for effectiveness and professionalism
Assessment
Review three sample emails and rate their effectiveness using established criteria.
Focus Area
Critical Thinking
Objective
Identify Design solutions for workplace conflicts.
Assessment
Rate provided conflict resolution strategies on a scale of 1-5.
Focus Area
Critical Thinking
Objective
Use critical thinking frameworks in workplace scenarios.
Assessment
Case study where studnts apply a decision-makingmodel to a problem they are presented with.
Focus Area
Professional Communication
Objective
Identify common communication barriers in the workplace.
Assessment
Design a comprehensive training program addressing communication challenges.
Focus Area
Professional Communication
Objective
Recall the key components of professional email etiquette.
Assessment
Matching quiz pairing communication scenarios with appropriate etiquette rules.
Focus Area
Professional Communication
Objective
Develop a communication strategy for a complex stakeholder situation.
Assessment
Design a multi-channel communication plan addressing a challenging workplace scenario.
Focus Area
Critical Thinking
Objective
Identify core components of critical thinking.
Assessment
Multiple-choice quiz where students select the correct definition or key elements..
Focus Area
Critical Thinking
Objective
Identify core components of critical thinking.
Assessment
Multiple-choice quiz where students select the correct definition or key elements..
Focus Area
Critical Thinking
Objective
Evaluate the validity of arguments based on evidence quality.
Assessment
Critique a provided argument, judging the strength of reasoning and supporting evidence
Focus Area
Critical Thinking
Objective
Use critical thinking frameworks in workplace scenarios.
Assessment
Case study where studnts apply a decision-makingmodel to a problem they are presented with.
Focus Area
Professional Communication
Objective
Adapt communication style to different professional contexts.
Assessment
Rewrite the same message for three different audiences (manager, team, external stakeholder).
Focus Area
Professional Communication
Objective
Examine communication breakdowns and identify root causes.
Assessment
Analyze a failed communication scenario, breaking down what went wrong and why.
Focus Area
Professional Communication
Objective
Adapt communication style to different professional contexts.
Assessment
Rewrite the same message for three different audiences (manager, team, external stakeholder).
Focus Area
Critical Thinking
Objective
Identify Design solutions for workplace conflicts.
Assessment
Rate provided conflict resolution strategies on a scale of 1-5.
Focus Area
Professional Communication
Objective
Adapt communication style to different professional contexts.
Assessment
Rewrite the same message for three different audiences (manager, team, external stakeholder).
Focus Area
Professional Communication
Objective
Develop a communication strategy for a complex stakeholder situation.
Assessment
Design a multi-channel communication plan addressing a challenging workplace scenario.
Focus Area
Professional Communication
Objective
Develop a communication strategy for a complex stakeholder situation.
Assessment
Design a multi-channel communication plan addressing a challenging workplace scenario.
Focus Area
Professional Communication
Objective
Explain how audience affects message tone and format.
Assessment
Describe differences in communication approach for three different audiences (executive, peer, client).
Focus Area
Professional Communication
Objective
Identify common communication barriers in the workplace.
Assessment
Design a comprehensive training program addressing communication challenges.
Focus Area
Critical Thinking
Objective
Design a critical thinking protocol for evaluating complex decisions.
Assessment
Develop an original decision-making framework with clear steps and criteria.
Focus Area
Professional Communication
Objective
Compare leadership styles across different organizational contexts.
Assessment
Multiple-choice test asking students to match leaders with thier styles.
Focus Area
Critical Thinking
Objective
Explain how bias affects decision-making processes.
Assessment
Short answer response describing the relationship between cognitive bias and judgements.
Focus Area
Critical Thinking
Objective
Identify Design solutions for workplace conflicts.
Assessment
Rate provided conflict resolution strategies on a scale of 1-5.
Focus Area
Professional Communication
Objective
Examine communication breakdowns and identify root causes.
Assessment
Analyze a failed communication scenario, breaking down what went wrong and why.
Focus Area
Critical Thinking
Objective
Evaluate the validity of arguments based on evidence quality.
Assessment
Critique a provided argument, judging the strength of reasoning and supporting evidence
Focus Area
Critical Thinking
Objective
Compare different problem-solving approaches and identify their strengths.
Assessment
Written analysis comparing two methodologies and explaining when each is most effective.
Focus Area
Critical Thinking
Objective
Use critical thinking frameworks in workplace scenarios.
Assessment
Case study where studnts apply a decision-makingmodel to a problem they are presented with.
Focus Area
Critical Thinking
Objective
Evaluate the validity of arguments based on evidence quality.
Assessment
Critique a provided argument, judging the strength of reasoning and supporting evidence
Focus Area
Professional Communication
Objective
Explain how audience affects message tone and format.
Assessment
Describe differences in communication approach for three different audiences (executive, peer, client).
Dear Concertmaster,
We are so sorry to disrupt your peace this summer, however as you are surly aware your mentor, Maestro Forte is schedule to evaluate the Harmony Jazz Academy here at the university shortly. A band of mischievous Discord Gremlins have infiltrated our practice rooms, scrambling musical knowledge and learning progression and throwing us all into a tailspin. We are in dire straits as the Academy’s prestigious accreditation is on the line! We would like to extend an invitation to you, would you be so kind as to join us to restore order and confidence here at the Academy before the Maestro arrives? Without your assistance we fear our academy will lose is prestigious standing forever!
Unfortunately I have very little time this summer. Good Luck!
Yes, I'd be happy to help!
Focus Area
Professional Communication
Objective
Compare leadership styles across different organizational contexts.
Assessment
Multiple-choice test asking students to match leaders with thier styles.
Focus Area
Professional Communication
Objective
Critique workplace communications for effectiveness and professionalism
Assessment
Review three sample emails and rate their effectiveness using established criteria.
Focus Area
Professional Communication
Objective
Critique workplace communications for effectiveness and professionalism
Assessment
Review three sample emails and rate their effectiveness using established criteria.
Focus Area
Critical Thinking
Objective
Explain how bias affects decision-making processes.
Assessment
Short answer response describing the relationship between cognitive bias and judgements.
Focus Area
Critical Thinking
Objective
Identify core components of critical thinking.
Assessment
Multiple-choice quiz where students select the correct definition or key elements..
Focus Area
Professional Communication
Objective
Recall the key components of professional email etiquette.
Assessment
Matching quiz pairing communication scenarios with appropriate etiquette rules.
Focus Area
Critical Thinking
Objective
Design a critical thinking protocol for evaluating complex decisions.
Assessment
Develop an original decision-making framework with clear steps and criteria.
The Jam Session - A cognitive Level Quest
Studio88Games
Created on March 16, 2026
Your brain is already playing a game governed by Bloom's cognitive levels. Most L&D professionals don't design for it. Step into The Jazz Academy, where discord gremlins disrupted curriculum alignment. As concertmaster, restore order before the maestro's review.
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Big Data: The Data That Drives the World
View
Momentum: Onboarding Presentation
View
Urban Illustrated Presentation
View
3D Corporate Reporting
View
Discover Your AI Assistant
View
Vision Board
View
SWOT Challenge: Classify Key Factors
Explore all templates
Transcript
The Jam Session
Game Build Info
Mastering Learning Objectives
Let's Play
Dear Concertmaster,
I've been out prioritized by a violin. My ego may never recover.
Did you hear…?
Well, I suppose when you’re that talented, time becomes a precious commodity.
Sorry guys, gotta go! Closing my browser.
OK, I feel badly, I'll help you out.
Thank you, we are so grateful you are on your way to assist. When you arrive at the school, there are some job aids posted on the bulletin board you might find helpful for catching up with our progress. Then, I'd suggest heading for the Fundamental Studio where student learning starts.
Go To Academy
FS
Well, well! Look who decided to trade their bow for a brain teaser! Welcome to my domain concertmaster!
CC
00:03
Oh goodness, you must be the concertmaster, welcome, I'm so glad you are here. The maestro is expected shortly, but as I walked into this practice room a gremlin scrambled out in a frenzy and sent the instructor's note cards flying all over the room. I know the instructor was preparing for the maestro's arrival, he had been studying Bloom's measurable verbs. The notecards were sorted with the fundamental notes for building a music scale all ready to go. He is going to be a wreck if he sees this so close to the maestro's arrival. Can you help me identify the measurable note cards to rebuild the scale before the maestro arrives?
CC
Certainly!
We're just getting started and I can this is too much, just too much. See you later!
Oh gosh, I thought we had the help we needed, now what?
I wonder when the maestro actually arrives?
I guess we scared the concertmaster off already .
Sorry guys, gotta go! Closing my browser.
OK, I feel badly, I'll help you out.
CC
Well, we made it through that little project in a hurry. That actually wasn’t so bad, I did use the Bloom’s tool a couple of times. Did you have time to check out the tools on the bulletin board when you arrived? I think there’s a copy here in all of the practice rooms somewhere, let me see if I can remember where it is in this room. If you see anything that we should update be sure to let us know. It seems calm in this room, which is nice. I know the professor working in this room had an activity for us set up where we could practice indicating the cognitive levels for various verbs. It would be great if you could give it a try before the gremlins come sneaking in. It sure would be great to know if you feel like this activity is worthwhile for practicing using cognitive levels.
Let's Do It!
Ugh, fine! You actually understood how these cognitive levels work. I was hoping you'd stay confused forever, but nooo.... you had to go and figure it out. I'm moving you along before you get too smug about it!
Theory
Ugh, fine! You actually understood how these cognitive levels work. I was hoping you'd stay confused forever, but nooo.... you had to go and figure it out. I'm moving you along before you get too smug about it!
Theory
Ah, there you are. I’m impressed; you made that seem Semplice. I’m still sitting here struggling with these student evaluations. They all mention improvisation, which is hard, but their frustrations start with something as simple as recognizing jazz scales which makes even simple compositions an ongoing source of Agitato. I’m at a loss for why this is so challenging for them, but I suppose I’ve just been doing it for so long that it’s just not difficult for me. I need to adjust my strategy to follow a logical cognitive flow, in order to present course revision plan to the maestro when he arrives, so this is making me very nervous. There must be a pattern to facilitate cognitive retention, and I know I just need to apply my knowledge of the taxonomy to create order from this chaos, but these darn Gremlins keep buzzing through the room causing me to lose focus. I just can't seem to make any headway. I wonder, would you mind taking a look with me? I’ve got the summary of the student responses on the whiteboard behind you if you don’t mind. I’m sure there is a logical way to approach this…
Absolutely, let's take a look
00:05
00:05
By the end of this module you will be able to…
00:05
00:05
Yikes,. That’s… not it. Here’s a hint: stop guessing, try looking at the action the students are performing. Now scoot - you’ll need to try again to get part of the code to escape this level.
Repeat
00:05
00:05
Yikes,. That’s… not it. Here’s a hint: stop guessing, try looking at the action the students are performing. Now scoot - you’ll need to try again to get part of the code to escape this level.
Repeat
By the end of this module you will be able to…
I can't believe you got that one! Okay, concert master, you've earned a smidgen of respect. But you still haven't escaped!
00:05
00:05
Opus On
WRONG-O! I love watching you stumble around in the dark! Come on, read that objective again and really THINK about what students are doing.
00:05
00:05
Ostinato
By the end of this module you will be able to…
00:05
00:05
Argh! You got Another one right! This NOT how this was supposed to go. My fellow gremlins are going to hear about this.
A Tempo
00:05
00:05
Ha! Wrong answer, wrong level, wrong everything. You might wanna look at what verb they’re using there genius. This school’s doomed if that’s your best guess!
Attacca
By the end of this module you will be able to…
Oh, wonDerful. Just wonderful. You're better at this than I thought. But can you keep this streak going?
00:05
00:05
Dig Deeper
Ha! Wrong answer, wrong level, wrong everything. You might wanna look at what verb they’re using there genius. This school’s doomed if that’s your best guess!
00:05
00:05
Del Capo
By the end of this module you will be able to…
00:05
00:05
Fine, fIne. You’re really starting to bug me now. Too bad you’re still trapped here with us though!
Intrada
00:05
00:05
Oooh, so close! Just kidding – you’re nowhere near it! Back the drawing board concert master. The clock’s still ticking…
Improvise
By the end of this module you will be able to…
I can't believe you got that one! Okay, concert master, you've earned a smidgen of respect. But you still haven't escaped!
Oh, wonDerful. Just wonderful. You're better at this than I thought. But can you keep this streak going?
00:05
00:05
Argh! You got Another one right! This NOT how this was supposed to go. My fellow gremlins are going to hear about this.
Yikes,. That’s… not it. Here’s a hint: stop guessing, try looking at the action the students are performing. Now scoot - you’ll need to try again to get part of the code to escape this level.
Fine, fIne. You’re really starting to bug me now. Too bad you’re still trapped here with us though!
00:05
00:05
Ha, You definitely missed your cue there! You call yourself a master? You two better give that performance another go!
Stretto
I’m so glad I went digging in this old store room, I do believe I have found the perfect item for the next module in my course. This old lesson plan has students practicing different skills and it ties in some of the famous jazz musicians, what a great way to highlight the best of the best while getting something constructive done. Now, I just need to break this lesson plan down so I deliver the pieces in the right cognitive order.
00:40
Can you believe these professors? They think they’re getting somewhere with this concertmaster of theirs.
It’s great news for us that he really likes this old lesson plan he found in the archives. He’s never going to figure out how to break this down and put it in the order students should be learning in.
And then they still have to find an assessment that measures the objective.
Yeah, and we’ve got them running scared. The maestro will be here soon, and they don’t have a full grasp on how those verbs connect to how learning happens at different levels, not yet anyway.
00:55
Did you feel his frustration when we kept barging into his office as he was trying to concentrate? They don’t call us the discord gremlins for nothing!
Professor, your analytical work at the Academy has been impressive, but there's one more crucial step in our journey. You see, here at the Academy of Jazz, we believe that true mastery comes not just from understanding theory, but from having your work evaluated by your peers - just like musicians do. Tonight, I'd like to take you to one of New Orleans' most exclusive venues - the Peer Review Lounge. It's where the city's most respected music educators gather after hours to critique and refine each other's teaching approaches...
Let's Go!
critical thinking
Professor, welcome to the Peer Review Lounge—one of New Orleans' most exclusive venues where music educators have gathered for decades to critique and refine each other's work. The beauty of this place is that previous educators left their lesson plans on these papers tacked to the walls, for future colleagues to practice evaluating. Your task: Examine each paper and determine if the objective and assessment are properly aligned. If aligned: File it in the correct drawer based on focus area (Critical Thinking or Professional Communication) and cognitive level (Remember through Create). If misaligned: Toss it in the circular "revision" basket beside the chair. The lounge awaits....
Prof.communic.
level 1
level 2
level 3
level 4
level 5
level 6
level 2
level 3
level 4
level 5
level 6
level 1
—OH, did I mention I've LOCKED YOU IN? 😈That's right, maestro! You're trapped in this lounge until you prove you can EVALUATE alignment properly. Sort at least 12 papers correctly, and maaaaybe you'll figure out how to escape. Pay attention while you work... helpful clues have a way of appearing when you're doing things right! Now get sorting! The maestro's review won't wait forever!
Alignment Achieved
critical thinking
Prof.communic.
level 6
level 6
level 5
level 5
level 4
level 4
level 3
level 3
level 2
level 2
level 1
level 1
WRONG CODE! Did you get all the letters? Or is your letter order just off key? Well, look's like you're trying this one again. 12 drawers, 12 letters, 12 is the right key to true alignment!
Alignment Achieved
critical thinking
Prof.communic.
level 6
level 6
level 5
level 5
level 4
level 4
level 3
level 3
level 2
level 2
level 1
level 1
Professor, you've proven you can evaluate alignment with precision. Now comes the ultimate test: CREATION. Welcome to the Rehearsal Hall—where theory meets practice, where knowledge becomes craft. Just as musicians rehearse before performing, you'll now practice creating assessments from scratch. The maestro has left six assessment design challenges on these music stands—one for each cognitive level. Your task? Make the right decisions at each step to design perfectly aligned assessments. Complete 4 out of 6 scenarios successfully, and you'll earn your place on the grand stage. But remember—one wrong decision, and the whole assessment falls out of tune.This is where you compose, maestro. Show us what you've learned. 🎺
Oh, CREATE assessments from SCRATCH? This should be entertaining! 😈Let's see if you can actually DO what you've been learning, professor. Tick tock— the maestro's waiting, and I'm betting you'll compose a symphony of FAILURE! Get started... if you dare!
Ready for another one are ya! Be sure to keep track of which of the six scenarios you completed all three stages for... you need to complete 4 of the objective / assessment challenges before the Maestro shows up!
Course: Introduction to Business Communication
Target Audience: First-year college students
Learning Objective: Students will IDENTIFY the key components of a professional email
Your Challenge: Design an assessment that measures Remember-level thinking.
Part 1: What type of assessment format best measures this Level 1 objective?
Oh yes, and did I tell you there are three parts to each scenario? Hey' it's just like the real deal here, no one said it was going to be easy.
Correct! Labeling requires recall and identification Pure Remember, Level 1!
Continue to Part 2
Not Quite - Consider the Objective Verb Writing an email requires APPLICATION.Comparing styles requires ANALYSIS. Judging quality based on criteria is EVALUATION.
Try part one for this objective/assessment again
Return to Rehearsal Hall
Target Audience: First-year college students
Course: Introduction to Business Communication
Learning Objective: Students will IDENTIFY the key components of a professional email
Your Challenge: Design an assessment that measures Remember-level thinking.
Part 2: What should students submit as evidence they can identify email components?
Perfect!A labeled diagram shows they can IDENTIFY components. That's exactly what the Remember objective asks for!
Continue to Part 3
Not Quite - Consider the Objective Verb Explaining WHY moves to UNDERSTAND level, this objective only asks them to identify.Creating an email is APPLYING (or CREATING), not remembering. Comparison requires ANALYSIS. This objective is about remembering.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Target Audience: First-year college students
Course: Introduction to Business Communication
Learning Objective: Students will IDENTIFY the key components of a professional email
Your Challenge: Design an assessment that measures Remember-level thinking.
Part 3: How should you assess their work?
Well Done! You've designed an aligned Level 1- (Remember) Assessment..... This assessment measures exactly what the objective asks - no more, no less. NowThat's Alignment
Excellent! A simple checklist matchesRemember -Level 1 thinking. Either they identified the components correctly or they didn't. Binary, straightforward scoring.
Return to Rehearsal Hall!
Not Quite - Consider the Objective Verb Measuring depth of understanding is for higher cognitive levels, remembering is binary. Did they do it correctly? Yes or No. Effort does not equal mastery, there is a clear right or wrong. Peer review is best for higher level thinking, in any case - remember is still just about about right or wrong.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Communication
Target Audience: Upper Division Students
Learning Objective: Students will EXPLAIN how audience affects communication tone and format.
Your Challenge: Design an assessment that measures Understand-level thinking.
Part 1: What type of assessment format best measures this Level 2 objective?
Correct! Describing HOW communication should chnage demonstrates they UNDERSTAND the relationship between audience and tone.
Continue to Part 2
Not Quite - Consider the Objective Verb Identifying examples requires RECOGNIZING, that's remembering, not understanding. Writing messages using correct tone is APPLYING, using their knowledge in practical situations. Critiquing is judging something, that'e EVALUATE - Level 5.
Try part one for this objective/assessment again
Return to rehearsal hall.
Course: Professional Communication
Target Audience: Upper Division Students
Learning Objective: Students will EXPLAIN how audience affects communication tone and format.
Your Challenge: Design an assessment that measures Understand-level thinking.
Part 2: What should students submit as evidence theyunderstand audience impact?
Yes! A written explanation rquires them to articulate the relationship between audience and communication choices.
Continue to Part 2
Not Quite - Consider the Objective Verb Matching is still REMEMBERING, understanding requires more than remembering. LISTING is recalling something, REMEMBERING, still no understanding here. Using guidelines for different audiences is APPLYING knowledge, that's more difficult than understanding the concept.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Communication
Target Audience: Upper Division Students
Learning Objective: Students will EXPLAIN how audience affects communication tone and format.
Your Challenge: Design an assessment that measures Understand-level thinking.
Part 3: How should you assess their work?
Perfectly Composed! You've designed an aligned Level 2- (Understand) Assessment..... This assessment measures comprehension = students must demonstrate they UNDERSTAND the relationships and can explain the reasoning, not just recall rules!
Excellent! Rubrics work well for measuring depth of work when any abiguity is possible. All assessments from Level 2 up, are perfect for this tool! In this case Accuracy, Depth and Clarity all contribute to the Quality of comprehension and understanding.
Return to Rehearsal Hall
Not Quite - Consider the Objective Verb A checklist is too simplistic, there's more here than right or wrong Peer feedback can support learning, but it's not the best PRIMARY assessment Self-assessment is valuable for reflection and engaging with concepts, but not as the primary measure of understanding. Instructor feedback is critical.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Devleopment
Target Audience: Upper Division Students
Learning Objective: Students will USE conflict resolution techniques.
Your Challenge: Design an assessment that measures apply-level thinking.
Part 1: What type of assessment format best measures Level 3 objective?
Correct! Correct! Practicing with a scenario requires them to USE the techniques in a situation - that's Apply level!
Continue to Part 2
Not Quite - Consider the Objective Verb Listing steps is REMEMBER level - recalling information, not using it. Explaining why it matters is UNDERSTAND level - comprehension, not application. Evaluating which approach works best is EVALUATE level - making judgments.
Try part one for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Development
Target Audience: Upper Division Students
Learning Objective: Students will USE conflict resolution techniques.
Your Challenge: Design an assessment that measures apply-level thinking.
Part 2: What should students submit as evidence they can apply confict resolution?
Perfect! Demonstration shows they can actually USE the techniques in practice - that's APPLY-level evidence!
Continue to Part 3
Not Quite - Consider the Objective Verb Reflection is Understand level - thinking about concepts, not applying them. Comparison is Analyze level - examining relationships between models. A quiz tests Remember level - recalling steps, not using them.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Development
Target Audience: Upper Division Students
Learning Objective: Students will USE conflict resolution techniques.
Your Challenge: Design an assessment that measures apply-level thinking.
Part 3: How should you assess their work?
Well Done! You've designed an aligned Level 3- (Apply) Assessment..... This assessment ensures learners are using the information, not just remembering, and doing much more than explaining concepts!
Yes! Rubrics work just as well in the professional arenas as in education. A rubric measuring CORRECT APPLICATION ensures they used techniques property and in context!
Return to Rehearsal Hall
Not Quite - Consider the Objective Verb Mentioning steps (Remember) isn't the same as USING them correctly (Apply) Confidence doesn't equal competence - assess actual performance, not feelings. Creativity isn't the goal - CORRECT application of established techniques is.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Course: Leadership Development
Target Audience: Upper Division Students
Learning Objective: Students will COMPARE different leadership styles and their effectivness in various contexts. .
Your Challenge: Design an assessment that measures apply-level thinking.
Part 1: What type of assessment format best measures this Level 4 objective?
Correct! Examining cases and identifying patterns requires ANALYSIS - seeing relationships between leadership styles and contexts!
Continue to Part 2
Not Quite - Consider the Objective Verb Defining is Remember level - recalling what it means- not analyzing something. Using a style is Applying - putting knowledge into practice. Judging 'best' is Evaluating - making value judgements
Try part one for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Development
Target Audience: Upper Division Students
Learning Objective: Students will COMPARE different leadership styles and their effectiveness in various contexts.
Your Challenge: Design an assessment that measures analyze-level thinking.
Part 2: What should students submit as evidence they can analyze leadership styles?
That's Right....A comparison chart requires analyzing similarities, differences, and relationships - that's Analyze-level evidence!
Continue to Part 3
Not Quite - Consider the Objective Verb Presenting information is Understand level - explaining concepts, not analyzing them. However “presenting” itself is not to be confused with writing your own format for presentation of material – then possibly presenting it. Reflection on preference is Understand/Evaluate - not systematic analysis of relationships. Identifying examples is Remember/Apply - categorizing, not analyzing relationships.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Professional Development
Target Audience: Upper Division Students
Your Challenge: Design an assessment that measures analyze-level thinking.
Part 3: How should you assess their work?
Learning Objective: Students will COMPARE different leadership styles and their effectiveness in various contexts.
Well Done! You've designed an aligned Level 4- (Analyze) Assessment..... Comparing relationships is the type of analytical work that steps the learner into deeper engagement with the likelihood of transfer to long-term memory!
Ecellent! Measuring depth of analysis and accuracy of comparisons assesses the quality of analytical thinking!.
Return to Rehearsal Hall
Not Quite - Consider the Objective Verb A checklist is too simplistic, there's more here than right or wrong Peer feedback can support learning, but i's not the best PRIMARY assessment Self-assessment is valuable for reflection and engaging with concepts, but not as the primary measure of understanding. Instructor feedback is critical.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Target Audience: Upper Division Students
Learning Objective: Students will CRITIQUE curriculum/hands on training programs using established effectiveness criteria.
Your Challenge: Design an assessment that measures Evaluate-level thinking.
Part 1: What type of assessment format best measures this Level 5 objective?
Correct! Assessing and justifying with criteria is EVALUATION - making judgments based on standards!
Continue to Part 2
Not Quite - Consider the Objective Verb Listing criteria is Remember level - recalling information. Comparing is Analyze level - examining relationships, not judging quality. Designing is Create level - producing something new.
Try part one for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Target Audience: Upper Division Students
Learning Objective: Students will CRITIQUE curriculum/hands on training programs using established effectiveness criteria.
Your Challenge: Design an assessment that measures Evaluate-level thinking.
Part 2: What should students submit as evidence they can evaluate curriclum/training programs?
Perfect! A critique with justifications shows they can JUDGE quality using criteria - that's Evaluate-level evidence!
Continue to Part 3
Not Quite - Consider the Objective Verb Listing strengths/weaknesses without justification is Analyze level - we need evaluative judgment. Comparison is Analyze level - examining differences, not judging quality. Recommendations are a move toward Create level - focus on judgment first.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Learning Objective: Students will CRITIQUE curriculum/hands on training programs using established effectiveness criteria.
Target Audience: Upper Division Students
Your Challenge: Design an assessment that measures Evaluate-level thinking.
Part 3: How should you assess their work?
Well Done! You've designed an aligned Level 5- (Evaluate) Assessment..... Learning is getting deeper and more likely to be retained over time at this point! Hint - letting learners know what expectations are, in writing, helps them not only achieve, but go above and beyond.
You Got It! Measuring REASONING quality ensures they justified their judgments with sound logic - perfect Evaluate assessment!
Return to Rehearsal Hall
Not Quite - Consider the Objective Verb Addressing criteria isn't enough - must assess QUALITY of their evaluative reasoning. Agreement isn't the goal - well-reasoned judgments can differ. Assess the reasoning, not the conclusion. Peer consensus is subjective - assess individual reasoning quality with clear criteria.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Target Audience: Upper Division Students
Course: Instructor Preparation
Learning Objective: Students will DESIGN an onboarding program taylored to their organization or business goals.
Your Challenge: Design an assessment that measures Create-level thinking.
Part 1: What type of assessment format best measures this Level 6 Objective?
Correct! Developing an original program requires CREATION - producing something new and tailored!
Continue to Part 2
Not Quite - Consider the Objective Verb Listing components is Remember level - recalling information. Critiquing is Evaluate level - judging existing work. Comparing is Analyze level - examining relationships.
Try part one for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Target Audience: Upper Division Students
Learning Objective: Students will DESIGN an onboarding program taylored to their organization or business goals.
Your Challenge: Design an assessment that measures Create-level thinking.
Part 2: What should students submit as evidence they can create an onboarding program?
Perfect! A detailed program plan shows they've CREATED something new and comprehensive - that's Create-level evidence!
Continue to Part 3
Not Quite - Consider the Objective Verb Analysis is Analyze level - examining existing practices, not creating new ones. Critique is Evaluate level - judging quality, not creating. Explaining importance is Understand level - comprehension, not creation.
Try part two for this objective/assessment again
Return to Rehearsal Hall
Course: Instructor Preparation
Target Audience: Upper Division Students
Learning Objective: Students will DESIGN an onboarding program taylored to their organization or business goals.
Your Challenge: Design an assessment that measures Create-level thinking.
Part 3: How should you assess their work?
Well Done! You've designed an aligned Level 6- (Create) Assessment..... This is the cream of the crop, the tip of the triangle, and where learning is most deep and most likely retained. When we can "remix" information and create something new, we really know our stuff.
Wonderful! Measuring innovation, feasibility, and cultural fit assesses the QUALITY of their creation - a perfect Create-level assessment!
Not Quite - Consider the Objective Verb Addressing criteria isn't enough - must assess QUALITY of their evaluative reasoning. Agreement isn't the goal - well-reasoned judgments can differ. Assess the reasoning, not the conclusion. Peer consensus is subjective - assess individual reasoning quality with clear criteria.
Try part three for this objective/assessment again
Return to Rehearsal Hall
Congratulations - I guess. If you have landed here you are either golden or you just think you are... we are about to find out.
Think harmony, not echo.
If you solved at least four of the six puzzles you have everything you need. Now it's time to put your thkning cap on and wrap this thing up!
Seeing double? That's your problem, not mine!
Repeats are cool in music, but codes? Not so much! 🎵
A chord needs different notes to sound right. Same with your code, maestro!
In jazz, you don't play the same note twice in a row... catch my drift? 😏
BRAVO, PROFESSOR 🎺 You've mastered all six levels of Bloom's Taxonomy and restored harmony to the Jazz Academy! Through your journey, you've demonstrated: The gremlins have been vanquished. The curriculum is aligned. and YOU have proven yourself worthy of the title we now bestow upon you: MASTER OF ASSESSMENT DESIGN The maestro applauds your performance. The academy is in harmony once more.
Visit Website For Build Design Details
Return to Sententia World
Download Certificate
Focus Area
Professional Communication
Objective
Identify common communication barriers in the workplace.
Assessment
Design a comprehensive training program addressing communication challenges.
Focus Area
Professional Communication
Objective
Examine communication breakdowns and identify root causes.
Assessment
Analyze a failed communication scenario, breaking down what went wrong and why.
Focus Area
Critical Thinking
Objective
Design a critical thinking protocol for evaluating complex decisions.
Assessment
Develop an original decision-making framework with clear steps and criteria.
Focus Area
Professional Communication
Objective
Compare leadership styles across different organizational contexts.
Assessment
Multiple-choice test asking students to match leaders with thier styles.
Focus Area
Critical Thinking
Objective
Explain how bias affects decision-making processes.
Assessment
Short answer response describing the relationship between cognitive bias and judgements.
Focus Area
Critical Thinking
Objective
Compare different problem-solving approaches and identify their strengths.
Assessment
Written analysis comparing two methodologies and explaining when each is most effective.
Focus Area
Critical Thinking
Objective
Compare different problem-solving approaches and identify their strengths.
Assessment
Written analysis comparing two methodologies and explaining when each is most effective.
Focus Area
Professional Communication
Objective
Explain how audience affects message tone and format.
Assessment
Describe differences in communication approach for three different audiences (executive, peer, client).
Focus Area
Professional Communication
Objective
Recall the key components of professional email etiquette.
Assessment
Matching quiz pairing communication scenarios with appropriate etiquette rules.
Focus Area
Professional Communication
Objective
Critique workplace communications for effectiveness and professionalism
Assessment
Review three sample emails and rate their effectiveness using established criteria.
Focus Area
Critical Thinking
Objective
Identify Design solutions for workplace conflicts.
Assessment
Rate provided conflict resolution strategies on a scale of 1-5.
Focus Area
Critical Thinking
Objective
Use critical thinking frameworks in workplace scenarios.
Assessment
Case study where studnts apply a decision-makingmodel to a problem they are presented with.
Focus Area
Professional Communication
Objective
Identify common communication barriers in the workplace.
Assessment
Design a comprehensive training program addressing communication challenges.
Focus Area
Professional Communication
Objective
Recall the key components of professional email etiquette.
Assessment
Matching quiz pairing communication scenarios with appropriate etiquette rules.
Focus Area
Professional Communication
Objective
Develop a communication strategy for a complex stakeholder situation.
Assessment
Design a multi-channel communication plan addressing a challenging workplace scenario.
Focus Area
Critical Thinking
Objective
Identify core components of critical thinking.
Assessment
Multiple-choice quiz where students select the correct definition or key elements..
Focus Area
Critical Thinking
Objective
Identify core components of critical thinking.
Assessment
Multiple-choice quiz where students select the correct definition or key elements..
Focus Area
Critical Thinking
Objective
Evaluate the validity of arguments based on evidence quality.
Assessment
Critique a provided argument, judging the strength of reasoning and supporting evidence
Focus Area
Critical Thinking
Objective
Use critical thinking frameworks in workplace scenarios.
Assessment
Case study where studnts apply a decision-makingmodel to a problem they are presented with.
Focus Area
Professional Communication
Objective
Adapt communication style to different professional contexts.
Assessment
Rewrite the same message for three different audiences (manager, team, external stakeholder).
Focus Area
Professional Communication
Objective
Examine communication breakdowns and identify root causes.
Assessment
Analyze a failed communication scenario, breaking down what went wrong and why.
Focus Area
Professional Communication
Objective
Adapt communication style to different professional contexts.
Assessment
Rewrite the same message for three different audiences (manager, team, external stakeholder).
Focus Area
Critical Thinking
Objective
Identify Design solutions for workplace conflicts.
Assessment
Rate provided conflict resolution strategies on a scale of 1-5.
Focus Area
Professional Communication
Objective
Adapt communication style to different professional contexts.
Assessment
Rewrite the same message for three different audiences (manager, team, external stakeholder).
Focus Area
Professional Communication
Objective
Develop a communication strategy for a complex stakeholder situation.
Assessment
Design a multi-channel communication plan addressing a challenging workplace scenario.
Focus Area
Professional Communication
Objective
Develop a communication strategy for a complex stakeholder situation.
Assessment
Design a multi-channel communication plan addressing a challenging workplace scenario.
Focus Area
Professional Communication
Objective
Explain how audience affects message tone and format.
Assessment
Describe differences in communication approach for three different audiences (executive, peer, client).
Focus Area
Professional Communication
Objective
Identify common communication barriers in the workplace.
Assessment
Design a comprehensive training program addressing communication challenges.
Focus Area
Critical Thinking
Objective
Design a critical thinking protocol for evaluating complex decisions.
Assessment
Develop an original decision-making framework with clear steps and criteria.
Focus Area
Professional Communication
Objective
Compare leadership styles across different organizational contexts.
Assessment
Multiple-choice test asking students to match leaders with thier styles.
Focus Area
Critical Thinking
Objective
Explain how bias affects decision-making processes.
Assessment
Short answer response describing the relationship between cognitive bias and judgements.
Focus Area
Critical Thinking
Objective
Identify Design solutions for workplace conflicts.
Assessment
Rate provided conflict resolution strategies on a scale of 1-5.
Focus Area
Professional Communication
Objective
Examine communication breakdowns and identify root causes.
Assessment
Analyze a failed communication scenario, breaking down what went wrong and why.
Focus Area
Critical Thinking
Objective
Evaluate the validity of arguments based on evidence quality.
Assessment
Critique a provided argument, judging the strength of reasoning and supporting evidence
Focus Area
Critical Thinking
Objective
Compare different problem-solving approaches and identify their strengths.
Assessment
Written analysis comparing two methodologies and explaining when each is most effective.
Focus Area
Critical Thinking
Objective
Use critical thinking frameworks in workplace scenarios.
Assessment
Case study where studnts apply a decision-makingmodel to a problem they are presented with.
Focus Area
Critical Thinking
Objective
Evaluate the validity of arguments based on evidence quality.
Assessment
Critique a provided argument, judging the strength of reasoning and supporting evidence
Focus Area
Professional Communication
Objective
Explain how audience affects message tone and format.
Assessment
Describe differences in communication approach for three different audiences (executive, peer, client).
Dear Concertmaster,
We are so sorry to disrupt your peace this summer, however as you are surly aware your mentor, Maestro Forte is schedule to evaluate the Harmony Jazz Academy here at the university shortly. A band of mischievous Discord Gremlins have infiltrated our practice rooms, scrambling musical knowledge and learning progression and throwing us all into a tailspin. We are in dire straits as the Academy’s prestigious accreditation is on the line! We would like to extend an invitation to you, would you be so kind as to join us to restore order and confidence here at the Academy before the Maestro arrives? Without your assistance we fear our academy will lose is prestigious standing forever!
Unfortunately I have very little time this summer. Good Luck!
Yes, I'd be happy to help!
Focus Area
Professional Communication
Objective
Compare leadership styles across different organizational contexts.
Assessment
Multiple-choice test asking students to match leaders with thier styles.
Focus Area
Professional Communication
Objective
Critique workplace communications for effectiveness and professionalism
Assessment
Review three sample emails and rate their effectiveness using established criteria.
Focus Area
Professional Communication
Objective
Critique workplace communications for effectiveness and professionalism
Assessment
Review three sample emails and rate their effectiveness using established criteria.
Focus Area
Critical Thinking
Objective
Explain how bias affects decision-making processes.
Assessment
Short answer response describing the relationship between cognitive bias and judgements.
Focus Area
Critical Thinking
Objective
Identify core components of critical thinking.
Assessment
Multiple-choice quiz where students select the correct definition or key elements..
Focus Area
Professional Communication
Objective
Recall the key components of professional email etiquette.
Assessment
Matching quiz pairing communication scenarios with appropriate etiquette rules.
Focus Area
Critical Thinking
Objective
Design a critical thinking protocol for evaluating complex decisions.
Assessment
Develop an original decision-making framework with clear steps and criteria.