Course information package · measurement · accreditation
Enter the course package once.Every outcome Bloom-aligned and measurable.Every item is linked to an outcome.Gaps are caught before approval.Scores entered, blank and zero kept apart.Measurement reveals what grades hide.Improvement measured with evidence.Self-evaluation report ready in one click!Competence becomes a verifiable credential.Every student has an advisor, every meeting a record.
SixBloom measures not the course grade but the class-level attainment of the course's learning outcomes. It then carries this measurement up to the programme.
Stage 1 · Data entry
What do you enter? Only what you already know.
The course identity, outcomes, assessment plan and end-of-term scores. Your existing packages are imported from Word, PDF or Excel.
| Data | Who enters it? | How? |
|---|---|---|
| Course details and aim | Teaching staff | Form or import from old packages |
| Learning outcomes | Teaching staff | Bloom builder |
| Exams, assignments, projects | Teaching staff | Item-by-item assessment plan |
| Programme outcomes | Quality committee | Programme dashboard |
| Student scores | Teaching staff | Excel template or SIS |
| Graduate and employer views | Quality office | Built-in survey |
SixBlooma separate database for your institutionStage 2 · Learning outcomes
Every outcome becomes a measurable sentence.
The Bloom builder forms each outcome from a domain, a level and a verb from the institution's approved verb dictionary. Non-measurable verbs are not accepted.
- Cognitive, affective and psychomotor domains
- Choosing the verb sets the level automatically
- AI suggests, the instructor approves
Domain, level and approved verb · live preview as you write the sentence
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Stage 3 · Assessment plan
Which question measures which outcome is clear from the start.
Every question and rubric criterion is linked to one or more outcomes with a contribution share. Outcomes map to programme outcomes, and programme outcomes to the national framework (TQF-HE).
- An outcome measured by no instrument is blocked
- BAI warns if a question's level is below the outcome's
- ECTS workload is checked against national credits
Outcome × assessment instrument · how many items measure each outcome, and can it be published?
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Instrument × learning outcome: what share of the score measures which outcome?
Stage 4 · Checks and approval
Gaps are visible before the package is sent.
The checklist reviews the package item by item; clicking an item opens the related field. The committee approves or returns it with a note.
- The approved package is exported to Word, PDF and Excel
- Every change is versioned and logged
- Outcomes written with approved verbs
- Every outcome is measured by at least one instrument
- Instrument weights total 100%
- ECTS workload 8% above the credit
- Programme outcome matrix complete
Stage 5 · Scores
End of term: scores arrive at question level.
Fill in the Excel template or pull scores from the student information system. For rubric-based work, a second rater scores without seeing the first score.
- A blank cell means “did not sit the exam” and is not counted as zero
- Item difficulty, discrimination and Cronbach's α
- No student names, only numbers
| Student no | Midterm Q1 | Midterm Q2 | Project C1 | Final Q3 |
|---|---|---|---|---|
| 20240101 | 20 | 17 | 27 | 15 |
| 20240108 | empty | 19 | 29 | 16 |
| 20240115 | 0 | 21 | 31 | 18 |
| 20240122 | 18 | 16 | 24 | 12 |
Stage 6 · We measure
Not the course grade: attainment of outcomes is measured.
The score run calculates, for each outcome, the share of students above the threshold and locks the result. For programme outcomes, in-course measurement, graduate and employer views are read together.
Same class, same term. The gap shows why item-level measurement is needed.
From exam item to educational objective · the chain of one programme outcome
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Attainment of learning outcomes · share of students above the threshold
Stage 7 · We improve
A decision for every gap, a measured result.
For every outcome below target, a finding, cause and decision are recorded; the effect is measured in the next term's locked run.
- If the change does not exceed the noise margin, no improvement is claimed
- A record cannot close until its result is measured
Change in attainment between two terms · points
Stage 8 · Accreditation report
Your self-evaluation report, ready in one click!
Course and programme reports are generated from locked data and explain what, how and why you measure with charts and commentary.
- Sections mapped to criteria
- No instructor names or student numbers
- PDF, Turkish and English
Badges, micro-credentials and co-curricular transcript
Student competence becomes a certificate.
Measured attainment and active co-curricular participation are gathered in the student's portfolio as badges, micro-credentials and a co-curricular transcript.
- Every certificate is approved by an authorised person on the basis of evidence
- Micro-credentials with defined workload, ECTS and TQF level
- Verification by link and QR code; no grades or student numbers
Badge definitions · criteria, evidence type and approving role
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Micro-credentials · workload, ECTS and TQF level
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Co-curricular transcript · activities outside courses and their points
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Academic and career advising
Advising becomes visible and traceable.
Every student is assigned an academic and a career advisor. Appointments, meeting records and action items run on one screen.
- Students pick a suitable slot themselves from the link in the email
- The meeting record locks after 48 hours; the private note opens only to its author
- Managers see counts only; the advising report is ready for accreditation
Advisor cockpit · weekly agenda and items needing attention
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My meetings · open actions and meeting records
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Management summary · numbers only, no advisor names
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Why was it written?
This software was written to answer a university's question “has our student really attained this competence?” in a way that can be traced from the exam question to the accreditation report.
