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Presenter Information

Learner Outcome Guidelines

Bloom's Taxonomy*

Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to write learning outcomes, structure teaching methodology, and ask questions of learners.

Competence Area to Evaluate

Teaching Methodology and Learner Outcome Examples

Knowledge

Teaching Methodology: Observe and recall information; knowledge of dates, events, places; knowledge of major ideas; mastery of subject matter

Skill Demonstration: Create opportunities that assess knowledge. Examples include:

  • List
  • Define
  • Tell
  • Describe
  • Identify
  • Show

Learner Outcome Example: "As a result of this activity the participant will be able to list..."

Comprehension

Teaching Methodology: Understanding information; grasp meaning; translate knowledge into new context; interpret facts, compare, contrast; order, group, infer causes; predict consequences

Skill Demonstration: Create opportunities that assess comprehension. Examples include:

  • Summarize
  • Describe
  • Interpret
  • Contrast
  • Predict
  • Associate

Learner Outcome Example: "As a result of this activity, the participant will be able to summarize..."

Application

Teaching Methodology: Use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge

Skill Demonstration: Create opportunities that assess application. Examples include:

  • Apply
  • Demonstrate
  • Calculate
  • Complete
  • Illustrate
  • Show
  • Experiment

Learner Outcome Example: "As a result of this activity, the participant will be able to apply..."

Analysis

Teaching Methodology: See patterns; organize parts; recognize hidden meanings; identify components

Skill Demonstration: Create opportunities that assess analysis. Examples include:

  • Analyze
  • Order
  • Explain
  • Connect
  • Classify
  • Arrange

Learner Outcome Example: "As a result of this activity, the participant will be able to analyze..."

Synthesis

Teaching Methodology: Use old ideas to create new ones; generalize from given facts; relate knowledge from several areas; predict; drawn conclusions

Skill Demonstration: Create opportunities that assess synthesis. Examples include:

  • Combine
  • Integrate
  • Modify
  • Rearrange
  • Substitute
  • Formulate
  • Generalize

Learner Outcome Example: "As a result of this activity, the participant will be able to combine..."

Evaluation

Teaching Methodology: Compare and discriminate between ideas; assess value of theories; presentations; make choices based on reasoned argument; verify value of evidence; recognize subjectivity

Skill Demonstration: Create opportunities that assess evaluation. Examples include:

  • Assess
  • Decide
  • Rank
  • Grade
  • Test
  • Measure
  • Compare

Learner Outcome Example: "As a result of this activity, the participant will be able to assess...'

*Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York; Toronto: Longmans, Green.

Presenter Disclosure Guidelines

Your responsibility

As a potential presenter, expect that the Provider will ask you to provide information about your financial and nonfinancial relationships relative to the course content you are presenting. This information may be collected through a disclosure form or other similar process. Once you return the disclosure information to the Provider, the Provider will review the information, communicate your eligibility to be a presenter, and tell you what you need to disclose immediately prior to the beginning of your presentation (either in writing or verbally). All presenters must make a disclosure statement. You will make a disclosure prior to the start of the course even if you have no relevant financial or nonfinancial relationships. You should alert the provider if there are any changes in your financial and nonfinancial relationships that occur after your initial disclosure to the Provider but prior to the presentation. Presenters who fail to give disclosure information to Providers are not eligible to present content for ASHA CEU credit.

Types of relevant nonfinancial relationships that planners and instructional personnel should disclose

Personal—the individual has a personal friendship with someone in the company whose products the presenter is discussing; the individual has a family member or friend with a disorder that the presenter is covering in the course

Professional—the presenter is a member of an association or group, and he or she is talking about that group's services in the presentation; the presenter has a professional bias about a way to deliver a particular service; he or she is an employee of a company that is the ASHA Approved CE Provider of the course

Political—the presenter has a political bias about a topic (e.g., health care reform), and his or her bias is toward supporting a particular party's position on this issue

Institutional—the presenter is affiliated with an institution or organization (e.g., serves on a committee or board of that organization); the presenter is a member of that organization and/or gives money to its causes

Religious—a bias that is based on religious tenets (e.g., the presenter has a bias toward service delivery at end of life on the basis of his or her religious beliefs).

Disqualifications for an individual from course planning or delivery

Failure to disclose disqualifies someone from being considered as a planner or presenter. Once someone discloses, the steps to qualify or disqualify the person rests with the Provider. Disqualification might depend on the nature of the course content, the relationship that the planners and instructional personnel have to the Provider organization, and the relationships that they disclose on their forms. Each situation is different. For example, a Provider might disqualify someone if they have a strong relationship with a competitor.

Marketing products in disclosure statements is not allowed

It is important that Providers and presenters work together to develop disclosure statements. Providers can help the presenter develop appropriate wording to use in disclosure statements to learners. For example, in a situation in which the presenter has written a number of books on the topic, the disclosure statement could say, "I am Dr. XYZ. I am the author of 17 books on XXX topic, and I receive royalties for the sale of those books." It is not necessary or appropriate to list the name of the books and/or products for sale.

Please reference the following site for further information regarding presenter disclosures:
https://www.asha.org/CE/for-providers/Conflict-of-Interest-and-Disclosure-Information-for-Presenters/



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