ABSTRACT
In operational terms, students receive grades based on the number of work requirements and/or the specific work requirements they complete at a satisfactory level by given due dates. Several cognition-based frameworks are available for defining levels of learning, from basic through advanced. Bloom posited that the operations become more complex and advanced moving from knowledge to evaluation, and that a learner must be able to master all the lower-order ones before becoming adept at the higher-order ones. Anderson and Krathwohl introduced a gerund-based revision of Bloom’s taxonomy. It is easy to link students’ grades to the learning outcomes they achieve. Therefore, grades should reflect the number of outcomes achieved at a satisfactory level, the cognitive level at which outcomes are achieved, or both. In addition to doing more work for higher grades, students must do more sophisticated work.
