By the same token to evaluate application would require if the employment of "critical thinking" is evident in a writing example (Wirth, 2004). This data is then used to make decisions regarding the effectiveness of teaching managerial material used to train students in how to analyze a case study example.

Though Bloom's taxonomy offers a guideline for measuring the success of a Knowledge Assessment there are other evaluations that may be more effective depending on the type of discipline.

The Function or value of a Knowledge Assessment is to appraise the student's ability to answer test questions. It is not to actually test the student. It is primarily a survey. Usually the KA is done at the beginning or end of the course to judge how well teachers were able to teach course content (Wirth, 2004). Much like a course evaluation.

This assessment was chosen because it allows the teacher to document a process to evaluate how effective a syllabus, course teaching, or lesson plan is laid out and administered to students. It systematically sets objectives for the course then logically maps out a plan to teach the concepts required to meet those objectives. The KA benefits students in several ways as well, first it allows a student to evaluate their own progress in learning course material.

A Knowledge Survey Assessment also gives students access to the class content as well as full disclosure of the objectives required to complete the course. It is gives some control to the student over what they are learning in a course (Wirth,...

Much like a detailed syllabus which is a roadmap of what is required of the student, the Knowledge Survey provides a way to measure how well the student masters these requirements.
Along with this a KSA allows the teacher to make the learning process a continuous improvement project as well by getting input from the students expected to gain an education based on the lesson plan. The input is not just feedback but an actual measurement of the teacher's success in course instruction based on evaluating the student's cognitive improvement. If the student's have not improved in a particular area, the teacher has direct access to the areas within the course of study that may need further definition, clarity, or where better teaching aids are needed. This allows the teacher to improve their own teaching methods.

References

Bloom, B. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1. Cognitive domain.

NY: McKay.

Nuhfer, E.B. (1996). The place of forming evaluations in assessment and ways to reap their benefits. Geoscience Education Journal. Vol. 44. Pp 385-393.

Nuhfer, E.B. & Knipp, D. (2003). The knowledge survey, a tool for all reasons: to improve the academy. Vol. 21. Pp. 59-79. Retrieved March 3, 2011 from http://www.isu.edu./ctl/facultydev/KnowS_files/KnowS.htm

Wirth, K.R. (2004) Knowledge surveys, an indispensable course design and assessment tool. Retrieved March 3, 2011 from http://www.macalester.edu/geology/wirth/WirthPerkinsKS.pdf