[D]

The expectations of grant reviewers and panel chairpersons during onsite training 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 reviewers and panel chairpersons will be ready to bring their knowledge of the grant program to training and their training to the evaluation process.
• Goal 2: They will utilize, with ease, the information learned from training during the completion of evaluations,(both practice and real.
• Goal 3: They will enhance their value as grant reviewers by being willing to take on different evaluative roles, adjust to different rules, and work with different people, federal and non-federal, while remaining fair and objective throughout the evaluation.
• Goal 4: They will bring to the review knowledge from past grant reviews or related experiences, yet approach new reviews with a fresh eye, ready to incorporate new information.
• Goal 5: They will synthesize the training curriculum's materials, lecture, and audio-visual demonstration and initiate discussion to clarify training points.

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