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Stephen J. Friedman, Outcomes, Learning, and Assessment in General Education 9Cognitive Domain, 8 see Gronlund and Brookfield.Outcomes precisely identify what students will know or be able to doas a result of participation in a GEP. Erring on the side of fewer outcomesrather than more will have a positive effect on the process (which also makesthe development of learning experiences and assessments more manageable).In addition to specific verbs, outcomes can also be described by proposingkey statements or questions to which students might respond as evidence thatthe outcome has been achieved. These are particularly useful for the higherlevels of thinking in Bloom’s Taxonomy and serve as a guide for teacherswho are interested in developing classroom activities that demand certainkinds of thinking. For example, in order to demonstrate that students canthink at the second level of the Taxonomy (comprehension), they might beasked to provide an example that illustrates that they can do more with apiece of information than simply memorize it. 9 The specific verbs, statements,and questions help determine the precise wording for an outcome that isbeing considered and define the nature of the assessment that can be used tomeasure it. I have my own version that I have circulated widely at CUHK andwhenever I speak on this topic (see Appendix I).8 Based on the work by Benjamin Bloom in the 1950s that was not noticed much at thetime, his taxonomy is a key to conceptualizing outcome-based education. It consists of sixlevels—knowledge, comprehension, application, analysis, synthesis, and evaluation—thatrepresent increasingly more sophisticated levels of thinking whereby a relatively high levelof thinking is not possible unless the levels below it have been mastered.9 Other statements and questions for the comprehension level include:Give an example of . . .State in one word.Condense this paragraphExplain what is happening.State in your own words.Explain what is meant.Show in a graph or a table.Read a table or a graph.Select the best definition.Which statement supports the main idea?Is this the same as . . .?What does this represent?What restrictions would you add? What part doesn’t fit?What exceptions are there?Which is more probable?What are facts? Opinions?What does it mean?