[D]

The expectations of grant application reviewers 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: Grant application reviewers will participate in the evaluation process for assigned applications: read the applications, bring evaluative statements to the work sessions, join in discussions, and collaborate to finalize a quality evaluation.
  
• Goal 2: They will assist the chairperson in completing any accompanying documents and then will submit the typed draft to the chairperson.
  
• Goal 3: They will assist the chairperson in editing and finalizing the draft. They will collaborate with the chairperson and other panel members to decide upon strengths and weaknesses, and assist the chairperson in logically organizing the statements into a typed draft.
  
• Goal 4: When the panel chairperson presents their synthesized statements, they will participate in the discussion.
  
• Goal 5: They will share and discuss, during panel discussion, their evaluative statements and carefully compare them to the evaluation criteria, and scoring procedures. They will recall the application's content, evaluation criteria and scoring procedures. When needed, they will defer to the panel chair for clarification.
  
• Goal 6: During reading assignments, they will write evaluative statements, correlating page numbers and scores. They will read all the assigned applications, as well as the evaluation criteria and scoring procedures.
  
• Goal 7: They will apply training guidelines. They will maintain a workload balance among panel members and will defer to the panel chairperson to help solve personnel conflicts. They will follow the work schedule and pace as established by the panel chairperson. They will maintain confidentiality 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)