Lessons and objectives

Teachers are able to browse through the module when viewing a lesson (or practical work); i.e. you can immediately navigate to the end of a lesson without first answering all the questions. Students (by default) have to answer all questions to progress in a lesson, but they can also be placed in a group that can 'browse through lessons'.

On the information page of the lesson, all covered objectives are displayed in a table. The (relative) weight of every objective is visible. This weight is the sum of the weights of all questions that are linked to the objective. Because every question is linked, the student results can be monitored for each objective.

The objectives are specified according to Bloom's revised taxonomy. This taxonomy makes a distinction between a process dimension and a knowledge dimension. The knowledge dimension is specified in the column of keywords. The process dimension is specified as a verb. These verbs progress in difficulty:

  1. Learning: To reproduce knowledge / facts without further understanding.

  2. Understanding: To demonstrate that knowledge has a meaning, especially for interpreting relations and processes. Example: 'understanding' the relation between current, resistance and voltage (Ohm's law).

  3. Application: To apply knowledge in practice. Examples: Ohm's law calculations; adjusting an oscilloscope to display the RPM signal and read off the pulse width; measuring the tire profile depth with a micrometer.

  4. Analysis: To interpret data, leading to a one to one conclusion. Examples: reading off the RPM from an oscilloscope image of the RPM signal (i.e. extra meaning is added to the example for application); passing or failing a tire profile after inspection; interpreting internal leakage using a block tester.

  5. Evaluation: To arrive at a conclusion using data (measurement and reference values) that is ambiguous. There are (often) multiple solutions or diagnoses which do not follow one to one. Examples: making a diagnosis based on the scope image of an incorrect RPM signal (e.g. a bad ground connection); testing brakes on a brake test bench; listing the advantages of an electrically-controlled diesel pump when compared to a mechanical pump (if these are not given in the text).

  6. Creation: To produce something new by adding or removing elements. Examples: repairing the bad ground connection of a faulty RPM sensor; creating a truth table for a light unit; drawing a relay circuit.