BLOOM'S TAXONOMY AS A METHODOLOGICAL BASIS FOR DETERMINING PROGRAMMATIC LEARNING OUTCOMES IN A HIGHER MILITARY SCHOOLS

Abstract

Background. The description of the qualification levels in the National Framework of Qualifications contains certain requirements for the results of bachelor's and master's learning. However, the state and military administration bodies do not provide a classification of educational goals
(programmatic learning outcomes), on which these requirements could be projected in the case of the training of future tactical level officers. At the same time, there is a long-standing global practice of using Bloom's taxonomy as a hierarchy of educational goals, which can be considered as a methodological basis for determining program learning outcomes. In view of this, the purpose of the study is to project the requirements of the National Framework of Qualifications for bachelors and masters to Bloom's taxonomy and to provide appropriate recommendations to the developers of educational and professional programs to determine the programmatic learning outcomes of higher military education seekers.
Methods. The study is based on the analysis, synthesis – for determining the problem, goal and objectives of the research; content analysis
– for studying sources on the research topic; concretization – for the selection of examples of educational goals of different levels regarding to Bloom's taxonomy; generalization and systematization – for working out examples of defining educational goals and providing appropriate recommendations to developers of educational and professional programs.
Results. It has been established that the National Framework of Qualifications defines the requirements for the training of bachelors and masters, which find their projection on the 4th, 5th and 6th levels of educational objectives of Bloom's taxonomy, at the same time, some educational objectives of the training of tactical level officers can be defined at lower levels. The accordance of the definition of program learning outcomes to certain levels can be achieved through the use of certain words and phrases that create the base for the necessary phraseological constructions and give the necessary semantic content for the learning outcomes.
Conclusions. The first edition of Bloom's taxonomy (1956) is still relevant today and appropriate for use as a methodological basis for determining the programmatic results of the training of future officers of the tactical level. The provisions of the National Framework of Qualifications
for Bachelors and Masters have projection on the three higher levels of Bloom's taxonomy (analysis, synthesis, evaluation). The affiliation of program learning outcomes to the specified levels can be determined by certain phraseological constructions, which are outlined in the study and recommended for use by developers of educational and professional programs.