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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Improving First Time NCLEX Pass Rates A Comprehensive Program Approach

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Preparing for the Certified Nurse EducatorCM Examination

Before you begin to study for the Certified Nurse Educator examination, please make sure that you meet the eligibility requirements. The Certified Nurse Educator examination is designed to assess the knowledge one has acquired as a result of engaging in the full scope of the faculty role. To that end, it is recommended that in preparing for this examination, you begin by reviewing the following:

1. The detailed test blueprint (PDF) to identify the content areas that will be on the exam and to determine which areas you should focus your study.

2. The test blueprint (PDF) to understand how each content area is weighted, and to review the percentage of questions that pertain to each area.

3. The recommended reference list (PDF), which provides references specific to each of the content areas. The recommended reference list is provided to serve as a guide and is not intended to be all-inclusive.

4. Sample questions, which can be found on pages 12-13 of the Candidate Handbook. These sample questions are similar to those found on the examination, but do not represent the full range of content or levels of difficulty.

In addition, we have the following resources available for purchase:

1. The Scope of Practice for Academic Nurse Educators developed in 2005 by the National League for Nursing's Certification Governance Committee, and revised in 2012. This document describes academic nursing education as a specialty area and an advanced nursing practice role within professional nursing. The description includes: definition, historical perspective, values and beliefs, theoretical framework, scope of practice, and competencies or standards of practice. To order your copy of The Scope of Practice for Academic Nurse Educators, visit NLN Bookstore.

2. A Self-Assessment Examination (SAE) is an internet-based, 65-item, multiple- choice practice examination and can be considered a learning tool and assessment instrument that is parallel in form to the actual CNE examination. The CNE SAE is a half-length examination that will meet the examination specifications including content outline coverage, percentage of items in each of the content categories and the cognitive complexity item distribution. By taking the SAE, candidates will be able to practice taking CNE-type questions, experience computer based testing, review rationales for correct and incorrect answers and receive a score report to assess strengths and areas for additional study. Note: those who purchase the SAE will be provided online access to this product for 60 days from the date of purchase. Additional Information "

Please make certain that you carefully review the Candidate Handbook for complete information about the Certified Nurse Educator examination.

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Before you begin to study for the Certified Nurse Educator examination, please make sure that you meet the eligibility requirements. The Certified Nurse Educator examination is designed to assess the knowledge one has acquired as a result of engaging in the full scope of the faculty role.

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On April 1, 2009, the National Commission for Certifying Agencies (NCCA) granted accreditation to the NLN's CNE Program for demonstrating compliance with the NCCA Standards for the Accreditation of Certification Programs. NCCA is the accrediting body of the National Organization for Competency Assurance (NOCA). The NCCA Standards were created in 1977 and updated in 2003 to ensure certification programs adhere to modern standards of practice for the certification industry. The NCCA certification was renewed in 2014.

CNE Renewal Applicants 2017 and 2018
Due to multiple events occurring at the same time, the CNE program is behind in the processing of CNE renewals. The manual process needing to be done at this time is a very time-consuming laborious process, resulting in a long delay in renewal processing and a backlog of renewal applications. Please bear with us and we make alternative plans to get through this difficult time. We appreciate you as a CNE and I heartily apologize for this inconvenience.

The Certified Nurse EducatorCM (CNE) Examination

The Value of Certification

Certification in any field is a mark of professionalism. For academic nurse educators, it establishes nursing education as a specialty area of practice and creates a means for faculty to demonstrate their expertise in this role. It communicates to students, peers, and the academic and health care communities that the highest standards of excellence are being met. By becoming credentialed as a Certified Nurse Educator (CNE), you serve as a leader and a role model.

Mission Statement

The mission of the Academic Nurse Educator Certification Program is to promote excellence in the advanced specialty role of the academic nurse educator.

Goals of CNE Certification:

Distinguish academic nursing education as a specialty area of practice and an advanced practice role within professional nursing

Recognize the academic nurse educator's specialized knowledge, skills, and abilities and excellence in practice

Strengthen the use of core competencies of nurse educator practice

Contribute to nurse educators' professional development

If you are interested in having your expertise as an academic nurse educator recognized and valued, please click on the links to the left and learn how to become a Certified Nurse Educator.

If you notice omissions or have additional questions, please contact us via email at certification@nln.org.
Certification - The Mark of Distinction for Nursing Faculty

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On April 1, 2009, the National Commission for Certifying Agencies (NCCA) granted accreditation to the NLN's CNE Program for demonstrating compliance with the NCCA Standards for the Accreditation of Certification Programs. NCCA is the accrediting body of the National Organization for Competency Assurance (NOCA).

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I’m a teacher. Now what do I do? There are several ways to engage learners in the classroom. Here are a few ideas if you get stuck. Additional resources: ~Mia

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Writing a Teaching Philosophy | Center for Educational Innovation

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The Center for Educational Innovation enhances the University's teaching and learning mission by promoting innovation and providing faculty, staff, and collegiate units high quality, coordinated instructional support services.

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pindex | pinboard for learning | stephen fry | lhc | gcse | science

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Pindex is a pinboard for learning. Collect and discover the best material. Love teaching. Love learning. LHC. Hyperloop. Atoms and molecules. Periodic table.

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Animated videos... $39.99/month

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Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives.

About Learning Objectives

Learning Objectives are statements that describe the specific knowledge, skills, or abilities student will be able to demonstrate in the real world as a result of completing a lesson. Learning objectives should not be assignment-specific, however, an assignment should allow students to demonstrate they have achieved the lesson objective(s). All of the learning objectives should support the course outcomes.

Examples of Learning Objectives

Describe individual, behavioral, and social factors positively influencing health in the Blue Zones.

Calculate the median of a set of values using Excel.

Create a needs analysis using Gilbert's Performance Matrix.

Revise a company operations manual to reduce energy consumption.

Diagram the main constructs of social cognitive theory.

Summarize the scope and source of food waste in the United States.

Objectives Builder Tool

Use the below objectives builder tool to begin designing objectives. If it's your first time click "Start Project". If this is a return visit, click "Resume" to pick up where you left off or "Restart" to start the tutorial over. Follow the on-screen instructions to build your learning objective(s)!

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Learning Objectives Builder - Teach Online

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Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives. About Learning Objectives Learning Objectives are statements that describe the specific knowledge, skills, or abilities student will be able to demonstrate in the real world as a result of completing a lesson.

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3 Steps for Creating Effective Learning Objectives

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3 Steps for Creating Effective Learning Objectives

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Custom Training and E-learning, Anywhere Anytime!

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A learning objective is a statement, in specific and measurable terms that describes what the learner will know, or be able to do after the completion of the course. Here are a few steps for creating effective learning objectives:

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3 Steps for Creating Effective Learning Objectives - INFOGRAPHIC

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A learning objective is a statement, in specific and measurable terms that describes what the learner will know, or be able to do after the completion of the course. Here are a few steps for creating effective learning objectives:

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Concept Mapping

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Popplet is the simplest tool to capture and organize your ideas. With Popplet you can quick jot down your ideas and sort them visually.

Apple has featured us in "Tools for Teachers", "New and Noteworthy", "What's Hot" and "Get Stuff Done"

Popplet is great for school and for learning in the classroom and at home. Students use Popplet to think and learn visually. By capturing facts, thoughts, and images, students learn to create relationships between them and generate new ideas.

Popplet is also great for work and for generating ideas in the office or on the go. Professionals use Popplet to generate ideas and plan projects. By brainstorming visually or jotting down notes, Popplet helps professionals organize their thoughts and generate their next big idea.

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We are committed to continually improving and updating Popplet and would love to hear what you think. Come visit us at www.popplet.com or email us at support@popplet.com. You can also follow us on Twitter at @poppletny!

NOTE - UPGRADING FROM POPPLET LITE : If you are upgrading from Popplet Lite, you can transfer your Popplet by choosing "Select All" from the gear menu and then "Copy". Then switch to Popplet (the full version) and select "Paste" from the gear menu.

Version 2.5.1

A big help!

This was a requirement to work for my college class. It makes it incredibly easy to build upon ideas on the fly. But Popplets need to sync over all devices after login. I purchased the full version & was disappointed when the popplets I created on my iPad didn't show up on my iPhone. Also a gradient color picker for popplet colors. Maybe an option for muti-select is to long press also.

Extremely helpful and simple

Popplet is actually a really cool tool that seems to simple to be useful. Once you use it, however, it is one of those things that becomes indispensable because you get hooked on it. Improvements these days are marginal but it is still very useful.

Very fun game

I like popplet it's very fun game to play all day

Information

Compatibility

Requires iOS 11.0 or later. Compatible with iPhone, iPad, and iPod touch.

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎Popplet is the simplest tool to capture and organize your ideas. With Popplet you can quick jot down your ideas and sort them visually. Apple has featured us in "Tools for Teachers", "New and Noteworthy", "What's Hot" and "Get Stuff Done" Popplet is great for school and for learning in the class...

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Online Puzzlemaker | Create Your Own Puzzle | Discovery Education Puzzlemaker

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Discovery Education's Puzzlemaker provides teachers, students, and parents, the tools necessary to create crossword, puzzles, word search puzzles, mazes and more online!

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Choose from templates for many different games. You enter your content in a game format of your choice: Baseball, Build Your Fortune, Matching, Tic-Tac-Toe, Jeopardy, Hangman, LearningLand, Quiz, Game Show, Bingo, TimeOut, and Spin to Win. Students can play from any computer, tablet, or smart phone.

You decide how long the game should be by the number of questions you enter. Depending on the game you choose, you can enter questions that require answers that are multiple choice, true/false, matching, or essay.

Students receive immediate feedback and can play the game as often as they wish.

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Choose from templates for many different games. You enter your content in a game format of your choice: Baseball, Build Your Fortune, Matching, Tic-Tac-Toe, Jeopardy, Hangman, LearningLand, Quiz, Game Show, Bingo, TimeOut, and Spin to Win. Students can play from any computer, tablet, or smart phone.

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Note: This site is moving to KnowledgeJump.com. Please reset your bookmark.

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.

The Three Domains of Learning

The committee identified three domains of educational activities or learning (Bloom, et al. 1956):

Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA ( Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as "the goals of the learning process." That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least three psychomotor models created by other researchers.

Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.

Cognitive Domain

The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive an processes, starting from the simplest to the most complex (see the table below for an in-depth coverage of each category):

The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):

The chart shown below compares the original taxonomy with the revised one:

This new taxonomy reflects a more active form of thinking and is perhaps more accurate. The new version of Bloom's Taxonomy, with examples and keywords is shown below, while the old version may be found here

Table of the Revised Cognitive Domain

Cognitive Processes and Levels of Knowledge Matrix

Bloom's Revised Taxonomy not only improved the usability of it by using action words, but added a cognitive and knowledge matrix.

While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could be processed, they were not discussed very much and remained one-dimensional:

Factual - The basic elements students must know to be acquainted with a discipline or solve problems.

Conceptual - The interrelationships among the basic elements within a larger structure that enable them to function together.

Procedural - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the above three levels of knowledge to form a matrix. In addition, they added another level of knowledge - metacognition:

Metacognitive - Knowledge of cognition in general, as well as awareness and knowledge of one's own cognition.

When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes a nice performance aid for creating performance objectives:

The Cognitive Dimension

However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer, 2007):

Facts - Specific and unique data or instance.

Concepts - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.

Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.

Procedures - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.

Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).

Thus, the new matrix would look similar to this:

The Cognitive Dimension

An example matrix that has been filled in might look something like this:

Next Steps

Review

Useful Links

References

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer.

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Bloom's Taxonomy was created under the leadership of Benjamin Bloom in order to promote higher forms of thinking in learning and education, such as analyzing and evaluating, rather than just remembering facts.