References – Competences and Learning Outcomes

This book presents a revised version of Bloom’s Taxonomy, originally published in 1956, adapting it to modern educational practices. It refines the classification of learning objectives, integrating contemporary cognitive psychology, assessment strategies, and curriculum design.
 

Key takeaways:

• Two-dimensional framework – Learning is classified by knowledge types (factual, conceptual, procedural, and metacognitive) and cognitive processes (remember, understand, apply, analyze, evaluate, create).
• Stronger focus on cognitive development – Emphasizes higher-order thinking skills beyond memorization.
• Enhanced role of assessment – Aligns learning objectives with instructional methods and evaluation techniques.
 

Chapter 3: The Taxonomy Table
 

A. The Knowledge Dimension
The four types of knowledge represent different levels of conceptual depth:

• Factual Knowledge – Basic elements, definitions, and terminology (e.g., knowing historical dates).
• Conceptual Knowledge – Understanding relationships, principles, and theories (e.g., categorizing economic models).
• Procedural Knowledge – Knowing how to do something (e.g., solving mathematical equations).
• Metacognitive Knowledge – Awareness of one’s thinking and learning strategies (e.g., reflecting on study habits).
 

B. The Cognitive Process Dimension
The six cognitive process categories reflect levels of complexity in learning:

• Remember – Recall facts, terms, and concepts.
• Understand – Explain, summarize, or classify knowledge.
• Apply – Use information in new situations.
• Analyze – Break down concepts, examine relationships.
• Evaluate – Make judgments based on criteria.
• Create – Generate new ideas, designs, or products
 

The classification of learning objectives using the Taxonomy Table serves several key purposes:

• Ensures alignment between objectives, teaching, and assessment.
• Promotes cognitive development, guiding students toward higher-order thinking.
• Improves curriculum design, helping educators identify gaps in instructional strategies.
• Facilitates differentiated instruction, allowing teachers to adjust difficulty levels based on student needs.
 

Comparison with Bloom’s Original Taxonomy

• The revised Taxonomy shifts from a one-dimensional hierarchy to a two-dimensional model.
• It integrates contemporary cognitive psychology research, making it more applicable to modern education.
• The inclusion of metacognitive knowledge recognizes the importance of self-regulated learning
 

Chapter 4: The Knowledge Dimension

• Learning is no longer viewed as a passive activity where students absorb information but rather as an active process where they construct meaning.
• Students engage with new knowledge by relating it to their prior experiences, personal goals, and cognitive strategies.
• Constructivism suggests that learners actively construct their own understanding, which may sometimes differ from established knowledge
• Misconceptions can develop when students misinterpret or simplify complex concepts, requiring teachers to guide students toward accurate understandings.
 

The Knowledge Dimension classifies knowledge into four distinct categories:

A. Factual Knowledge – Basic elements of a subject

• Includes essential facts, definitions, and terminology.
• Examples: Historical dates, scientific symbols, technical vocabulary.
• Two subcategories:
          - Knowledge of terminology (e.g., meaning of economic terms).

          - Knowledge of specific details and elements (e.g., knowing key historical events).
 

B. Conceptual Knowledge – Interconnections between facts

• Goes beyond individual facts to understand how ideas relate.
• Examples: Scientific models, theories, general principles.
• Three subcategories:

          - Knowledge of classifications and categories (e.g., different forms of government).
          - Knowledge of principles and generalizations (e.g., Newton’s Laws of Motion).
          - Knowledge of theories, models, and structures (e.g., the structure of DNA).
 

C. Procedural Knowledge – How to do things

• Encompasses techniques, algorithms, and methods used to solve problems.
• Examples: Math problem-solving strategies, scientific procedures.
• Three subcategories:

          - Knowledge of subject-specific skills and algorithms (e.g., multiplication techniques).
          - Knowledge of subject-specific techniques and methods (e.g., how to conduct a chemistry experiment).
          - Knowledge of criteria for determining when to use a procedure (e.g., knowing when to apply a statistical formula).
 

D. Metacognitive Knowledge – Awareness of one’s own thought processes

• This category was not in the original Bloom’s Taxonomy but was added based on cognitive science research.
• Examples: Awareness of learning strategies, self-reflection on strengths and weaknesses.
• Three subcategories:

          - Strategic knowledge – Knowing which learning strategies are effective (e.g., outlining before writing).
          - Knowledge about cognitive tasks – Awareness of different types of learning tasks (e.g., knowing that multiple-choice tests require recognition, while essays require recall).
           - Self-knowledge – Understanding one’s own learning preferences and limitations
• Metacognition plays a crucial role in learning and problem-solving.
• Students with strong metacognitive skills can:
           - Adjust their learning strategies when necessary.
           - Reflect on their understanding and misconceptions.
           - Improve self-regulation and academic performance.
• Teachers can help develop metacognitive knowledge by encouraging self-reflection and teaching explicit learning strategies.
 

Chapter 5: The Cognitive Process Dimension

The revised taxonomy arranges cognitive skills into six hierarchical levels, moving from lower-order to higher-order thinking:

A. Remembering – Recall of facts and concepts

• Includes recognizing and recalling information.
• Example: Listing the capitals of European countries.

B. Understanding – Explaining concepts in one’s own words

• Includes interpreting, summarizing, classifying, inferring, comparing, and explaining.
• Example: Summarizing a scientific experiment’s results.

C. Applying – Using knowledge in real-world contexts

• Includes executing and implementing.
• Example: Solving a math problem using a learned formula.

D. Analyzing – Breaking down complex information

• Includes differentiating, organizing, and attributing.
• Example: Identifying the main arguments in a political speech.

E. Evaluating – Making judgments based on criteria

F. Creating – Producing new ideas and solutions

• Includes generating, planning, and producing.
• Example: Designing an experiment to test a hypothesis.

Many traditional assessments focus only on lower-order skills (remembering, understanding). Teachers should aim to move students toward analysis, evaluation, and creation.

Reference: Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

This guide, developed within the Tuning Educational Structures in Europe project, provides a structured approach for designing degree programme profiles in the context of the Bologna Process. It aims to support higher education institutions (HEIs) in defining programme competences and learning outcomes in a way that enhances transparency, recognition, and comparability of qualifications across Europe.
 

Key Takeaways:

• Promotes a student-centered, outcomes-based approach to higher education.
• Introduces a Degree Profile Template for defining competences and learning outcomes.
• Facilitates comparability and recognition of degrees across different European countries.
• Enhances employability and academic mobility by clearly stating what graduates can do.
• Aligns degree profiles with European and national qualification frameworks (EQF, QF-EHEA, Dublin Descriptors).
 

Chapter 1: The Degree Profile in the Context of the Bologna Process

• The Bologna Process introduced a three-cycle structure (Bachelor, Master, Doctorate) for higher education.
• The Degree Profile describes a programme’s purpose, structure, learning outcomes, and competences.
• Key components of degree profiles:

           - Programme competences – Skills and knowledge a graduate should possess.

           - Programme learning outcomes – Specific achievements that demonstrate the development of competences.
 

Chapter 2: Degree Profile Template & Instructions

• Provides a standardized template to describe degree programmes.
• The template includes six sections:

          1. Purpose – A brief statement about the programme’s aim.
          2. Characteristics – Subject area, specialization, orientation (academic/professional), distinctive features.
          3. Employability & Further Education – Career prospects and further study opportunities.
           4. Education Style – Teaching and assessment methods.
           5. Programme Competences – Generic and subject-specific skills.
           6. Programme Learning Outcomes – The measurable results of student learning

Reference: European Commission. (2010). Tuning Educational Structures in Europe: A guide to formulating degree programme profiles. Publications Office of the European Union. Accessible at https://www.researchgate.net/publication/299450575_A_guide_to_formulating_degree_programme_profiles_Including_programme_competences_and_programme_learning_outcomes#read.

The book offers an approach to course design that emphasizes active, meaningful, and integrative learning. Fink presents a new taxonomy of significant learning, a model for backward course design, and strategies for institutional and personal change in higher education.
 

Chapter 2: A Taxonomy of Significant Learning

Fink introduces a new taxonomy of learning that goes beyond Bloom’s traditional model. Fink’s taxonomy is interactive rather than hierarchical, meaning that the different types of learning reinforce one another rather than follow a strict order.

The Need for a New Learning Taxonomy

• Bloom’s Taxonomy (1956), while widely used, primarily focuses on cognitive learning (e.g., remembering, understanding, applying).
• Modern education requires skills beyond cognition, such as self-directed learning, problem-solving, ethical reasoning, and collaboration.
• Fink’s model responds to calls from educators, employers, and policymakers for a more holistic approach to student development.
 

The Six Dimensions of Significant Learning

Fink categorizes learning into six interdependent types:

1. Foundational Knowledge (Understanding & Remembering)

• Provides a base of facts, concepts, and principles.
• Essential for developing higher-order thinking.

Example: A student memorizing key economic theories before applying them.
 

2. Application (Skills, Thinking, & Managing Projects)

• Moves beyond knowledge to practical use (critical, creative, and practical thinking).
• Includes problem-solving and skill development.

Example: A student applying physics principles to build a model bridge.
 

3. Integration (Connecting Ideas & Real-World Application)

• Helps students see relationships between different concepts.
• Encourages interdisciplinary learning.

Example: Connecting climate science and economics to understand sustainability policies.
 

4. Human Dimension (Learning About Oneself & Others)

• Encourages self-awareness and empathy.
• Helps students understand their role in society.

Example: A business ethics course where students reflect on personal values in decision-making.
 

5. Caring (Developing Interests & Values)

• Engages students emotionally, motivating lifelong learning.
• Encourages students to become invested in learning.

Example: A literature course inspiring students to advocate for social justice issues.
 

6. Learning How to Learn (Becoming Self-Directed Learners)

• Encourages meta-learning – students learn how to learn.
• Includes research skills, inquiry-based learning, and self-assessment.

Example: A student developing independent study habits for lifelong learning.

 

Key Takeaways:

• Significant learning is multidimensional, requiring a mix of knowledge, application, integration, personal reflection, and self-directed learning.

• Each type of learning reinforces the others, creating a more meaningful and engaging educational experience.

• Fink’s model asks teachers to design courses with broader learning goals. He suggests effective courses integrate various learning types, ensuring students connect and apply knowledge in meaningful ways.
 

Chapter 3: Designing Significant Learning Experiences I

This chapter introduces Integrated Course Design (ICD), a structured approach that ensures courses are learning-centered rather than just content-centered. Fink emphasizes that significant learning happens when teaching activities, assessments, and learning objectives are aligned. Integrated Course Design focuses on learning—what students should do with knowledge.

Fink outlines five key steps in Integrated Course Design:

1. Analyze the Learning Context

• Identify situational factors: course level, student background, institutional requirements, etc.

Example: A general education course may require broad engagement strategies, whereas an advanced seminar may need in-depth analysis and application.
 

2. Define Learning Goals

• Use the Taxonomy of Significant Learning to create a diverse set of learning objectives.
• Ensure goals go beyond factual recall and include application, integration, and reflection.

Example: Instead of just teaching accounting principles, ensure students can apply them in real-world financial decisions.
 

3. Design Effective Feedback & Assessment

• Use Educative Assessment—assessments that enhance learning rather than just measure it.
• Apply formative assessments (ongoing feedback) and summative assessments (final evaluations).

Example: Peer reviews, real-world projects, and reflective journals enhance deep learning.
 

4. Develop Learning Activities

• Encourage active learning through problem-solving, case studies, role-playing, and collaborative projects.
• Ensure students engage with material, practice applying concepts, and reflect on their learning.

Example: A medical course may include simulated patient interactions instead of just lectures.
 

5. Ensure Alignment Among Components

• Learning goals, assessments, and activities should support and reinforce each other.

Example: If the goal is critical thinking, then assessments should require analysis rather than just multiple-choice tests.

Reference: Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.

This document is a guide on how universities have contributed to the Bologna Process, particularly through the Tuning Educational Structures in Europe project. It outlines methodologies for curriculum development, student learning outcomes, competence-based education, and the role of quality enhancement in higher education.

• Tuning Project supports universities in adapting to the Bologna Process.
• The focus is on making programmes comparable, compatible, and transparent across Europe.
• Competences and learning outcomes serve as reference points for curriculum design.
• Encourages a shift from staff-centered to student-centered learning.

Five key approaches in Tuning:

1. Generic competences – transferable skills like critical thinking and teamwork.
2. Subject-specific competences – core knowledge within each discipline.
3. ECTS and student workload – balancing time required for learning activities.
4. Teaching, learning, and assessment – ensuring alignment between goals and evaluation.
5. Quality enhancement – continuous improvement in higher education programmes.

The Tuning Model allows institutions to "tune" their curricula while maintaining autonomy.
 

Competences in the Teaching and Learning Process:

• Competences as a combination of skills, knowledge, and attitudes.
• Competence-based education improves employability and lifelong learning.
• Consultation with employers and graduates helps identify essential competences.
• Three types of competences:

          - Instrumental (cognitive, methodological, technological, linguistic)
          - Interpersonal (teamwork, communication, social skills)
          - Systemic (problem-solving, adaptability, creativity)

 

ECTS:

•  ECTS are not just for credit transfer but also curriculum planning.
• Ensures balanced student workload to improve learning efficiency.
• Credits are awarded only when learning outcomes are achieved.

• Promotes active learning, problem-solving, and interdisciplinary collaboration.
• Best practices for assessment:

           - Formative assessment (feedback-based)
           - Summative assessment (final evaluation)
           - Self and peer assessment