Bloom's Taxonomy (?)

I'm not 100% sure why, but this Casey case study and Bloom's taxonomy is eluding me. The case study felt like organized chaos. Was that the intention and then we developed a plan using the taxonomy or is there just too much going on around me at the moment that I was just plain having hard time concentrating?

Here is my taxonomy as it relates to the Christine Casey case study on journalistic ethics, etc.

Assessment taxonomy table template

Review the course objectives and activities from the Casey course. Then decide which objectives and activities belong in which ‘Bloom’ category. This type of analysis will help you, not only develop your course assessment plans, but will also help you decide which assessment activities are most valuable.

This website provides a simple explanation of Bloom’s categories:

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

Bloom categories		Learning objective verbs	Activity
Knowledge (recall, list, define, identify, collect, label)		Identify,Collect	Students will do research to explore how the standards of taste have changed with time. This can be accomplished easily in both face to face and online classroom situations.
Comprehension (summarize, describe interpret, predict, discuss)		Summarize, Interpret	Students will share their ideas about what is tasteful and what is not with the class. In a face to face classroom, students can verbally share in an informal setting or in a stand-up forum at the front of the classroom. In an online classroom scenario, the students can share in reflective journaling and/or in an online discussion forum.
Application (apply, demonstrate, illustrate, classify, experiment, discover)		Demonstrate	Students demonstrate new knowledge by creating individual guidelines for questionable language, subject matter and photographs. Student displays can be created for face to face classrooms in addition to the student presenting facts or a situation statement in front of fellow face to face classroom students. In an online classroom, students could explore the use of video diaries, wiki collaboration and/or uploading developed documents to demonstrate new knowledge of standards of taste.
Analysis (analyze, classify, connect, explain, infer)		Classify	Students will analyze and classify a 6-point code of ethics for journalists. An excellent team project in both a face to face and an online environment.
Synthesis (combine, integrate, plan, create, design, formulate)		Design	Instructor works with students to design a class discussion where they share and analyze their findings. In a face to face classroom situation, I foresee the opportunity for these students to take their knowledge “on the road” (a.k.a…to another classroom). I see the students targeting a classroom in a lower grade and instructing using a mixture of presentation tools (lecture, discussion, audio/visual) to develop new learning in these younger students. In an online classroom, a class discussion can still be designed, but its intent would be more towards teacher fellow student in the course.
Evaluation (assess, recommend, convince, compare, conclude, summarize)		Assessment/Conclusion	My view: Students show evidence of being well versed in the issues of standards of taste by successfully lecturing about and discussing pros and cons of these issues with target classroom students. Applicable in face to face classrooms and online. Supplemented by written evaluation and potentially further discussion.