Classification of learning outcomes in knowledge, skills, ethics, and characters through the application of Bloom's Taxonomy in architectural design courses
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Abstract
Learning outcomes are a key component of outcome-based education. With a task-focused framework, learning outcomes align with the objectives of higher education by ensuring that students are prepared to work effectively in their respective fields and professions. Learning outcomes serve as a benchmark for assessing students' competencies, with competitive abilities emerging when students can achieve results that exceed established standards. Therefore, clearly classifying learning outcomes is crucial for accurate assessment and for reflecting students' true abilities.
This study aims to propose a task-oriented framework for classifying and structuring learning outcomes in knowledge, skills, ethics, and character by applying Bloom’s Taxonomy in a way that aligns with the nature of architectural design courses. The goal is to support curriculum design, instruction, and assessment in a practical and effective manner.
The study results indicate that a clear classification of learning outcomes can use a task-focused framework. Knowledge refers to the information or content necessary for performing tasks; skills represent the capability to achieve task objectives; characters are individual behaviors that contribute to excellent outcomes; and ethics pertain to work practices that avoid negative impacts on oneself and society.
In architectural design courses, learning outcomes can be structured into three levels: knowledge acquisition, practical application, and task refinement. Bloom's Taxonomy can then be applied to specify sub-levels that correspond to students' learning stages, with an ethical framework as a guiding principle for practice.
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