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Learn About the ASC

In this guide, students, faculty members, and staff can learn more about the ASC's tiers of service, policies, and staff.

Blooms Taxonomy and Competency Levels

Blooms Taxonomy

How Students Should Use Blooms Taxonomy

  • When you fill out your appointment form for a recorded, group, or individual coaching session, you will see the box, "Select your current skill level related to this goal." These levels (one to six) correspond with the six levels of Bloom's taxonomy.
  • You should select the level that you feel best describes where you are with that particular skill at the time of the coaching session.
  • When you review your coaching plan, review what level the coach has selected for you. This is the level the coach has assessed your skill level after the coaching session.
  • Your coaching plan, which is attached to your appointment after the session, will reflect the next steps needed to master a specific concept, the date of your next appointment, and what steps you should complete before your next scheduled appointment. 
    • Concept mastery is a level five for a master's student and a level six for a doctoral student.
    • If you are at a level one or two, your coaching plan will likely have a longer timeframe and more coaching sessions than if you are at a level four or five. 
    • The amount of time needed in individual coaching per week should decrease the closer you are to achieving competency on a particular concept. 
  • Once you reach competency on a concept, the coaching plan will end for that concept and another plan may begin for another concept. 
    • For writing, if you are a doctoral student working on paraphrasing and you reach a level six, then your plan will end. However, you and your coach may decide that you need to start another coaching plan for synthesis analysis. 
    • For statistics, if you are a doctoral student working on t-Tests and you reach a level six, then your plan will end. However, you and your coach may decide that you need to start another coaching plan for learning ANOVA.
  • If you have already reached competency on a concept, but would like a refresher, you have a few options:
    • Review the resources for that concept in Writing or Statistics Resources;
    • Review previous session recordings to assist you in remembering the process for and applying skills for that concept;
    • Sign up for a group session to review that concept.

How Coaches Use Blooms Taxonomy

  • Coaches use Blooms taxonomy to assess your learning and to let you know where you are on the one to six scale.
  • Blooms taxonomy is also used in assignment, course, and dissertation rubrics.
  • Coaches use how you applied knowledge and what you learned through practice to assess your Blooms level in an individual or group session.
  • Coaches use the material you provided and what needs to be done to achieve competence on the concept to assess your Blooms level in a recorded session.
  • Your personalized success plan is built around your Blooms level and what needs to be done to achieve competency in the concept for which you are seeking coaching. 
  • Coaches will continually assess your Blooms level and update it each session.
    • Blooms levels should increase as you continue coaching.
      • If your level has stalled or goes down, then the coach may discuss with you some strategies to assist you in continuing to achieve competence.
        • A coach may try a new learning style such as a visual graph or increase directed practice so you get more on-hands on learning time.
  • Your head coach will drive your coaching plan but will use the Blooms level and next steps from any other coaches that you attend a session with to inform the main coaching plan.

Coaching Plans

Understanding ASC Coaching Plans

ASC Coaching Policy: All students receive personalized coaching plans when attending a recorded, group, or individual session. Students will follow their prescribed coaching plan that will denote the skills, timeline, and frequency of coaching that a student receives.

  • Coaching plans have the following components:
    • Concept
      • The big picture and an area that you need to develop.
        • Stats examples: t-test, ANOVA, regression
        • Writing Examples: scholarly writing, alignment, legal writing
    • Skills
      • The specific skill needed to assist you in understanding the concept.
        • Stats examples: levels of measurement, normality, equality of variances
        • Writing Examples: outlining, paragraph development, sentence structure
    • Strategies
      • Learning strategies that the coach used to help you learn the skill.
      • An example of how you applied the skill during the session.
        • For a recorded session, how you can apply the strategy to assist you in learning the skill.
    • Bloom's Level
      • The level on a one to six scale where the coach has placed you based on the knowledge of the skill that you demonstrated during the session. 
    • Personalized Plan of Success
      • Date of the next session with your head coach.
        • Dates for any additional sessions your head coach has scheduled on your behalf.
      • Tasks to complete before the next session:
        • Any other next steps (e.g., finishing an assignment or graphic organizer, getting feedback from a faculty member, asking a faculty member or chair a question and letting the coach know the answer in the next session, etc.).
        • If group or recorded sessions are recommended in addition to individual sessions, they will be on the plan.
        • Links to resources.
  • For every coaching plan, you will have one head coach, and he or she will schedule additional sessions with other coaches as needed and as noted in the Plan of Success area of the coaching plan.

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