Table 4.

Timelines for implementing the BBT in three different environments

Faculty use of the BBT in an undergraduate cell biology laboratory course
1st Quarter	Students read primary scientific literature on their topic of interest Students formulate new hypotheses Students design and perform pilot study to gather preliminary data Students write a research proposal and receive written feedback on each draft
Postquarter	Instructor designs a grading rubric to evaluate student performance on research proposal Instructor uses BBT to classify Bloom's level needed to achieve success with each criterion in grading rubric Instructor uses BLASt to develop new activities to help students master areas identified as weaknesses
2nd Quarter	Students read primary scientific literature on their topic of interest Students are introduced to grading rubric Students peer-review previous quarter's research proposals Students formulate new hypotheses Students design and perform pilot study to gather preliminary data Students write a research proposal
Postquarter	Instructor uses grading rubric to evaluate student performance on research proposal
Faculty and student use of the BBT in an undergraduate physiology course
Day 1	Bloom's is introduced Homework to develop a mnemonic for Bloom's is assigned
Day 2	Discuss Bloom's mnemonics generated by students Class is asked to “Bloom” the task of critiquing the mnemonics Class is asked to “Bloom” the task of creating the mnemonic
Each day	Students are asked to rank all questions according to Bloom's asked in class prior to answering the question
Prior to exam	Students are given an old exam and told to Bloom each question and calculate the Bloom's distribution for the exam (i.e., what percent of points were given for questions at the level of knowledge, comprehension, etc.) This helps students realize the cognitive challenge level of the upcoming exam
Exam	Instructor uses BBT to Bloom the exam questions and produces a Bloom's distribution. This helps the instructor better align the challenge of exam to course objectives
Postexam	Students are shown the class average at each level of Bloom's Bloom's rank of each questions is included on the exam key Students enter scores for each of their exam questions into an on-line survey Instructor computes each student's Bloom's score, posts the score to grade book Students check their Bloom's score and view pertinent parts of BLASt
Last day of class	Students are asked to submit a 1–2 paragraph response to the question “ How has using Bloom's to analyze exam performance changed your learning strategies?”
Student use of the BBT in biology workshops at a liberal arts college
Week 1	Faculty gave formal lecture on Bloom's Taxonomy Students practiced using Bloom's by ranking 45 biology and chemistry questions
Week 2	Students worked in small groups to write questions about assigned primary literature papers; each group wrote 2 questions at each level of Bloom's for each paper (24 total) Groups exchanged questions, ranked the questions, and answered 2 questions
Week 3	Faculty generated 10 questions at different levels of Bloom's Students worked in small groups to rank and answer questions
Weeks 6–10	Each week a student group wrote 4 questions at each of the first 5 levels of Bloom's and submitted them to the faculty at the beginning of the week Faculty selected the 10 best questions for workshop Students worked in small groups to answer and rank questions using the BBT; the authors of the questions acted as peer tutors during the workshop