Assessment Taxonomy Table

Here is my attempt at developing objectives, activities, and assessments for an online Career Planning class for high school students. Normally, I prefer that students enroll when they are in grades 11 or 12, but many want to enroll during grades 9 and 10.

Bloom categories	Learning objective verbs	Activity
Knowledge (recall, list, define, identify, collect, label)	The student will identify 3 careers they wish to learn more about based on their own career interests, personal goals and work-related skills.	Unit 1 Survey   Assessment Tool: SurveyMonkey
Comprehension (summarize, describe interpret, predict, discuss)	The student will describe in detail 3 potential careers including tasks, technology required, skills, work context, educational requirements, average pay, and projected need for future workers.	Students gather information from web sites including Occupational Outlook Handbook and O*Net Online and tabulate the results as part of their personal career portfolio   Assessment Tool: Portfolio component
Application (apply, demonstrate, illustrate, classify, experiment, discover)	The student will demonstrate the ability to compose employment application documents relevant to a specific job by including qualifications based on the job description.	Students examine a job posting to determine which qualifications are most important to include in a resume and cover letter and then create the documents that include those qualifications. Students will work in small groups to discuss qualifications to include. Each student will work independently to create the resume and cover letter   Assessment: Rubric with Instructor Video feedback
Analysis (analyze, classify, connect, explain, infer)	When presented with common job interview scenarios, the student will differentiate between favorable and unfavorable examples or behaviors by providing responses that show ability to perform the tasks listed in the job description	Students review common interview questions to analyze ways to show a potential employer that they would be an appropriate candidate for a specific the job.   Assessment tool: Student responds via discussion or (optional) audio file.
Synthesis (combine, integrate, plan, create, design, formulate)	The student will formulate examples from their own past experiences to demonstrate development of transferable (soft) skills that are needed in most employment situations	Students review examples of ways a person could demonstrate having developed a transferable skill and then create examples of each skill from their own past experiences.   Assessment: Journal with Rubric
Evaluation (assess, recommend, convince, compare, conclude, summarize)	The student will compare and contrast the options available in 3 careers from earlier research to select the one that best fits their goals and career objectives.	Students review the contents of their portfolio and write a write a summary of the most important factors that helped them make the career selection. The summary includes at least one factor that caused them some concern about whether the career would be the best choice.   Assessment: Portfolio component