Depth of Knowledge Metrics and Related Pedagogy
From IS Curriculum
== Note: This page has not yet been modified to fully correspond to the new curriculum structure. ==
A key ingredient in IS 2002 is a competency or depth of knowledge metric with five levels (with four levels specified in the curriculum). This metric is based on but not identical to the work of Bloom (1956), which describes a six level metric. The metric makes it possible to communicate specifications and expectations.
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Depth of Knowledge Metric
Table A4.1 is a summary of the depth of knowledge metric. Note that there are conceptually five levels for depth of knowledge in IS97 but only the first four are used for an undergraduate program. The IS 2002 levels differ from Bloom levels in that Blooms level 1 is divided into IS 2002 levels 1 and 2 and Bloom levels 4, 5, and 6 are mapped to IS 2002 level 5.
The characteristics of the metric include:
- the definition of the levels of knowledge,
- the behavior to be demonstrated by those who have completed the learning units of the curriculum,
- how goals and objectives are developed compatible with each knowledge level,
- how to determine the level of knowledge from previously defined goal and objective statements (reverse engineer knowledge levels from existing documentation),
- how material at a given level can be delivered to students, and
- how learning at given level can be assessed.
The Joint IS97 Curriculum Task Force and the IS 2002 co-chairs used the taxonomy of knowledge description adopted by IS90 (Longenecker and Feinstein, 1991c; Longenecker et al., 1994) summarized above. The IS 2002 co-chairs used the template shown in column 3 for use in writing behavioral objective and goal statements; these statements allow authors and faculty to be more precise in communicating expectations for both students and teachers.
Identifying Expectations
The statements of characteristics of graduates contain keywords that can be detected using the template of the metric. For example, if the expectation is to apply problem solving techniques in configuring a local area network, this is the equivalent of a level 4 objective. The knowledge levels specified within IS 2002 are compatible with the definitions of Table A4.1. The exit objectives of the goals and objectives have been checked and verified to assure consistency with the expectations of industry and academics.
Content Analysis of Statements of Expectation
The knowledge levels of IS 2002 are designed to give guidance to educators in planning as well as in the analysis of outcomes. Column 3 of Table A4.1 describes a template for writing objectives. This template was originally defined in IS90 and has been expanded in the present context. The language used in writing behavioral objectives was derived from the Bloom taxonomy. The template may be used prescriptively in writing presentation goals and student performance objectives to ensure that the implied level of difficulty is presented. Likewise, given the objective, the students behavior can be observed and compared with the objective statement to ensure that the students achieve the desired results of the presentation goal statements.
Learning Techniques for Different Levels
Learning techniques often differ for different levels. Level 1 knowledge in IS 2002 (awareness) is knowledge that is immediately apparent. Given an appropriate stimulus, it is knowledge that is recalled. IS 2002 level 2 knowledge (literacy) requires not only recognition, but recognition of the context of the knowledge; that is, the knowledge element and its parents and descendants should be familiar to the learner. Classroom activity or participative learning strategies are sufficient in transferring this level of knowledge, although level 2 activity can be enhanced in the lab. Although knowledge at levels 1 and 2 is relatively low, these levels should be mastered before higher levels can be achieved. It is the revisiting of previously presented and learned knowledge that is implied in the organization of learning units.
The more complex IS 2002 level 3 (usage or comprehension) requires considerable practice and creative repetition. Level 4 (application) requires unsupervised practice. Team work, project work, and other participative learning facilitate achieving these levels. Proper sequencing is an important factor in achieving student success. Project laboratories are ideal for this level of student activity. In fact, these laboratories are beneficial at all levels of instruction (Doran, Longenecker, and Pardu, 1994; Dutt, 1994). Some institutions have been successful with total participatory project environments (Holland College 1993).
The cooperative paradigm (Litchfield, 1996; Johnson, Johnson, and Houlubec, 1993) offers many advantages to learners, although it requires considerable change on the part of faculty. The cooperative paradigm greatly increases student motivation and better simulates the work environment in which graduates are expected to perform. The cooperative paradigm supports well the development of application level competencies.
