[D]

The expectations of panel chairpersons throughout the evaluation correspond to the categories adapted from Bloom's Taxonomy1, which classifies the major goals of the education process, from the lowest and progressively difficult behaviors called, Knowledge, Understanding, and Application, to the highest and most complex behaviors called, Analysis, Synthesis, and Evaluation.

Goal 1 corresponds to the easiest behaviors to attain. The subsequent goals require more sophisticated levels of thinking.

• Goal 1: Panel chairpersons will manage the evaluation process for assigned applications: communicate knowledge, support the panel, focus work, facilitate discussion, and produce a quality evaluation.
  
• Goal 2: They will submit the typed draft and accompanying documents to federal staff, completing any edits requested by federal staff. The final will be returned with accompanying documents.
  
• Goal 3: They will edit and finalize the draft, checking evaluation criteria and scoring, page numbers, and that training guidelines have been met. They will guide panel members to decide upon strengths and weaknesses in a reasonable amount of time. The chairperson will logically organize their statements into a typed draft.
  
• Goal 4: They will present to the panel the synthesized statements and facilitate discussion.
  
• Goal 5: They will synthesize the resulting statements for presentation to panel members. They will seek clarification from federal staff for evaluation or scoring issues. They will lead a panel discussion in which members share their evaluative statements and carefully compare them to the evaluation criteria and scoring procedures. They will help clarify the application's content, evaluation criteria, and scoring procedures as needed.
  
• Goal 6: They will supervise panel members as they write evaluative statements, correlating page numbers and scores during assigned readings. They will read all of the assigned applications and communicate to the panel a thorough understanding of the evaluation criteria and scoring procedures.
  
• Goal 7: They will remind panel members to use training guidelines. They will manage and monitor the workload among panel members and work to resolve personnel conflicts should they arise. They will arrange a master schedule and will review work-to-date and adjust schedule as needed. They will remind panel members to maintain confidentiality, fairness, and objectivity, and abide by conflict of interest guidelines. They will possess relevant professional knowledge of the program area and agree to the grant review's integrity, time commitment, and workload.

1 Based on the categories adapted from Bloom, B.S. (Ed.) (1956), Taxonomy of educational objectives. (back)