HEALTH COURSE

Using Bloom’s taxonomy, draft 6 overarching student course competencies for a HEALTH COURSE (Undergraduate Level) that would be part of a program of study. Also, ensure 4 learning objectives are measurable and include both the condition and criteria as well as the taxonomic verbs. (One key component to remember; taxonomy level somewhat corresponds to level of education. Courses at the undergraduate junior and senior levels, as well as graduate education, should have more course competencies than at the mid-higher levels of Bloom’s taxonomy.) • • After selecting these course competencies, write a 2 page paper that provides more information about the course itself. - Identify the name of the course - Include a course description - Discuss why you selected these particular competencies. - Justify why the assessments picked are appropriate for the course level (undergraduate, freshman, sophomore, junior or senior levels, or graduate education). RESOURCE MATERIAL and Specifications • Waller, K. (n.d.). Writing instructional objectives. National Association of Colleges and Employers. Retrieved fromwww.naceweb.org/events/writing-learning- objectives.pdf Write paper in complete APA Style - 6 Competencies - 4 Learning Objectives PAPER: - 2 pages - 3 References 1. Apply educational taxonomies to create measurable learning objectives and competencies. 3. Evaluate the required alignment between course assessments, course competencies, and program outcomes. 4. Create student-centered curriculum maps for an educational program. Learning Objectives: 1. Draft a taxonomically correct student learning competencies for a course. 2. Utilize linkage between assessments and student learning competencies in a course of study. 3. Create student learning competencies and assessments for a curriculum map.