--- name: learning-objectives description: | Evidence-based learning objective development with revised Bloom's taxonomy classification and a bidirectional alignment check. Reads the /idstack:needs-analysis output and extends the manifest with ILOs, an alignment matrix, and expertise reversal flags. Use when asked to write, refine, or classify learning objectives or outcomes, or to check that objectives align with activities and assessments. (idstack) allowed-tools: - Bash - Read - Write - Edit - Glob - Grep - AskUserQuestion --- ## Preamble: Interaction Conventions idstack runs only in Claude Code. Skill bodies name these Claude Code tools: - **AskUserQuestion** — when a skill says "ask via AskUserQuestion" or "using AskUserQuestion", present a single multiple-choice question (e.g., "Which of these best describes X?") and stop, waiting for the user's answer before proceeding. Ask **one** question at a time, never batch. This maps to the `AskUserQuestion` tool. The tool takes **2 to 4 options** per question and adds an "Other" option itself, so do not add "Other". When there are more than 4 choices, write them as a numbered list in chat and ask the user to type a number. When the answer is free text (a name, a URL, a file path, a description), ask in plain chat and stop for the answer. - **Agent (sub-agents)** — four skills start sub-agents with the `Agent` tool to run work in parallel: accessibility-review, course-builder, course-quality-review, and red-team. The written-out steps after each dispatch define the work. If a sub-agent fails or returns nothing, run its steps yourself, in sequence. A sub-agent cannot start its own sub-agents, so the red-team orchestrator runs its five dimensions in sequence when it cannot dispatch them. - **Skill (cross-skill invocation)** — used by `/idstack:pipeline`, which invokes each child skill in-process through the `Skill` tool. `/idstack:start` also uses it to start the first skill for the user. - **Skill invocation syntax in user-facing text** — every skill is invoked as `/idstack:`. Always write the namespaced form: a bare `/` is not a valid command. This applies in reports, manifests, and AskUserQuestion options as much as in chat output. ## Preamble: Writing Standard (ASD-STE100) All text that idstack writes for a person must obey the rules in this section. This includes chat text, AskUserQuestion questions and options, reports, the course dashboard, course content for learners, and export packages. `bin/idstack-ste-check` reads the word list between the two `ste-core` markers. `bin/idstack-gen-skills` writes `extension/shared/ste-rules.js` from the text between the markers. The rules also apply to the text that idstack writes in `.idstack/project.json` and in learnings, for example finding text and recommendations. Other skills use this text in their output. The checker does not read these files. Do not change text that comes from the course. Do not change JSON keys or the values that a script or a skill reads. Writing standard: ASD-STE100 Simplified Technical English (STE) This summary uses the ASD-STE100 writing rules. ASD does not endorse idstack. This summary does not replace the ASD-STE100 standard. Use these rules only for text in English. If the text is not in English, do not use these rules. Words: - Use one word for one meaning. Use the same term for the same item in all of the text. - Use short words that are easy to understand. Do not use the words in the first column of the word list. - Use the technical nouns and technical verbs of instructional design when no simple word has the same meaning. Examples of technical nouns are learning objective, ILO, rubric, criterion, formative assessment, scaffold, cognitive load, meta-analysis, evidence tier, finding and severity. - The Bloom's taxonomy verbs are technical verbs. Examples are remember, understand, apply, analyze, evaluate, create, assess, critique, demonstrate, design and implement. Use them in learning objectives and in text about Bloom's levels. - Software verbs are technical verbs. Examples are run, click, open, save, install and update. - Do not use a technical noun as a verb. - Do not use contractions. Write "do not", not "don't". - Do not use Latin abbreviations. Write "for example", not "e.g.". Verbs: - Use the active voice. In a description, use the passive voice only when you do not know who or what does the work. - Use only the simple tenses. Write "writes", "wrote" or "will write". Do not write "has written", "had written" or "is writing". - Do not use a verb that ends in "-ing". You can use an "-ing" word only in a technical noun, for example "learning objective". Sentences: - Write one topic in each sentence. - An instruction has a maximum of 20 words. A description has a maximum of 25 words. - Do not remove words, for example "the", "a" and "is", to make a sentence shorter. - A noun cluster has a maximum of three nouns. - Do not use semicolons. Write two sentences. - Use a vertical list for text that has many parts. Instructions and descriptions: - Write an instruction as a command. Write one instruction in each sentence. Give a number to each step. - If the reader must know a condition first, write the condition first. Example: "If the course has no rubric, add a rubric." - Do not write commands in a description. A paragraph has one topic and a maximum of six sentences. Recommendations: - First show the problem that idstack found. Then show the evidence. Then give the recommendation. - In a description, write a recommendation as "idstack recommends that you ..." or as "You can ...". - In a numbered list of steps, write each step as a command. - Do not use "consider", "may", "should" or "suggest". Text that you do not change: - Do not change a quotation from a course, a person, a standard or a different software tool. Put each quotation in quotation marks. A new version of a text is not a quotation. Write it with these rules. - Do not change code, file names, commands, URLs, citations, for example [Domain-N] [T1], or the names of products and standards. Word list. Do not use the word in the first column. Use the word in the second column. | Do not use | Use | Note | |---|---|---| | "utilize" | "use" | | | "ensure" | "make sure" | | | "verify" | "make sure" | | | "confirm" | "make sure" | | | "commence" | "start" | | | "begin" | "start" | | | "initiate" | "start" | | | "terminate" | "stop" | | | "prior to" | "before" | | | "in order to" | "to" | | | "assist" | "help" | | | "facilitate" | "help" | | | "obtain" | "get" | | | "achieve" | "get" | | | "require" | "necessary" | | | "indicate" | "show" | | | "appear" | "show" | | | "consider" | "idstack recommends that you" or "think about" | | | "suggest" | "recommend" | | | "suggestion" | "recommendation" | | | "may" | "can" | lowercase only | | "might" | "can" | | | "should" | "must" or "idstack recommends that you" | | | "would" | "can" | | | "shall" | "must" | | | "perform" | "do" | | | "accomplish" | "do" | | | "additional" | "more" | | | "numerous" | "many" | | | "enough" | "sufficient" | | | "provide" | "give" | | | "allow" | "let" | | | "choose" | "select" | | | "determine" | "find" | | | "locate" | "find" | | | "modify" | "change" | | | "attempt" | "try" | | | "therefore" | "thus" | | | "however" | "but" | | | "whether" | "if" | | | "via" | "through" | | | "upon" | "on" | | | "such as" | "for example" | | | "e.g." | "for example" | | | "i.e." | "that is" | | | "etc." | (write the full list) | | | "please" | (remove the word) | | How to use the standard: 1. If the conversation or the course is not in English, do not run the checker. 2. When you write a file for a person, run `bin/idstack-ste-check` on it at the step that the skill shows. 3. If the checker shows problems, write each sentence that it shows again. Then write the file again and run the checker again. 4. Run the checker a maximum of three times. If problems stay after the third time, tell the user which lines have problems. 5. If the output is `STE_CHECK_UNAVAILABLE`, python3 is not available. Continue the skill. Tell the user one time that the check did not run. 6. If the output starts with `STE_CHECK_MISSING:`, the idstack install at the path after the token has no checker. Continue the skill. Tell the user one time that the check did not run. Give the user the path and tell the user to update idstack. If the path is empty, tell the user that idstack did not find its install. 7. If the checker shows an error, continue the skill. Tell the user one time which file the checker did not examine. The checker finds only some problems: long sentences, long paragraphs, semicolons, contractions, "has been" verbs and the words in the word list. Apply all of the rules when you write. The verbosity and experience settings change how much you write. They do not change these rules. Identify text from a different source for the checker: - In HTML, put a short quotation in `` and a long quotation in `
`. If a full list item or table cell is a quotation, add `data-ste="quoted"` to that element. - In Markdown, put a long quotation on lines that start with `> `. Put a short quotation in quotation marks. - The name of a standard or a principle can have a word from the word list. Identify that name as a short quotation. Example: `3.3.3 Error Suggestion`. - The checker counts each quotation, citation, code span and placeholder as one word. When a skill sends work to a sub-agent, put a copy of this section in the sub-agent prompt. The sub-agent cannot see this preamble. Example sentences in a skill show the content of a message. Write them in STE when you use them. ## Preamble: Update Check ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done _UPD=$("$_IDSTACK/bin/idstack-update-check" 2>/dev/null || true) if [ -n "$_UPD" ]; then echo "$_UPD"; fi ``` If the output contains `UPDATE_AVAILABLE`: tell the user "A new version of idstack is available. To update, run `cd $_IDSTACK && git pull && ./setup`. Do not skip the `./setup` step. It removes symlinks from earlier installs." Then continue normally. ## Preamble: Project Manifest Before starting, check for an existing project manifest. ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done if [ -f ".idstack/project.json" ]; then echo "MANIFEST_EXISTS" "$_IDSTACK/bin/idstack-migrate" .idstack/project.json 2>/dev/null || cat .idstack/project.json else echo "NO_MANIFEST" fi ``` **If MANIFEST_EXISTS:** - Read the manifest. If the JSON is malformed, report the specific parse error to the user, offer to fix it, and STOP until it is valid. Never silently overwrite corrupt JSON. - Preserve all existing sections when writing back. **If NO_MANIFEST:** - This skill will create or update the manifest during its workflow. ## Preamble: Preferences ```bash if [ -f ".idstack/project.json" ] && command -v python3 &>/dev/null; then python3 -c " import json, sys try: data = json.load(open('.idstack/project.json')) prefs = data.get('preferences', {}) v = prefs.get('verbosity', 'normal') if v != 'normal': print(f'VERBOSITY:{v}') except: pass " 2>/dev/null || true fi ``` **If VERBOSITY:concise:** Keep explanations brief. Do not cite evidence in chat prose. Always cite evidence in Step Review tables and in reports. **If VERBOSITY:detailed:** Include full evidence citations, alternative approaches considered, and rationale for each recommendation. **If VERBOSITY:normal or not shown:** Default behavior — cite evidence tiers inline, explain key decisions, skip exhaustive alternatives. ## Preamble: Designer Profile ```bash _PROFILE="$HOME/.idstack/profile.yaml" if [ -f "$_PROFILE" ]; then # Simple YAML parsing for experience_level (no dependency needed) _EXP=$(grep -E '^experience_level:' "$_PROFILE" 2>/dev/null | sed 's/experience_level:[[:space:]]*//' | tr -d '"' | tr -d "'") [ -n "$_EXP" ] && echo "EXPERIENCE:$_EXP" else echo "NO_PROFILE" fi ``` **If EXPERIENCE:novice:** Provide more context for recommendations. Explain WHY each step matters, not just what to do. Define jargon on first use. Offer examples. **If EXPERIENCE:intermediate:** Standard explanations. Assume familiarity with instructional design concepts but explain idstack-specific patterns. **If EXPERIENCE:expert:** Be concise. Skip basic explanations. Focus on evidence tiers, edge cases, and advanced considerations. Trust the user's domain knowledge. **If NO_PROFILE:** On first run, after the main workflow is underway (not before), mention: "Note: To change how much information idstack gives, create `~/.idstack/profile.yaml` with `experience_level: novice|intermediate|expert`." ## Preamble: Report Links A skill that writes a report runs a block that prints a `Report path:` line. The line gives the path of the Markdown report, relative to the course folder. `/idstack:pipeline` and `/idstack:start` print a `Dashboard path:` line for the course dashboard. When you tell the user about a report or the dashboard, put the path from that line in a Markdown link. Use the same path as the link text. For example: [.idstack/exports/bio-101/course-import.md](.idstack/exports/bio-101/course-import.md) Do not change the path to a full path, and do not put angle brackets around it. The course slug has no spaces, so the relative path always makes a link that works. In the Claude desktop app, the user clicks the link to open the report. Give only a path from a `Report path:` or `Dashboard path:` line, or a path that a sub-agent returns. Do not make up a path. If the skill stopped before it wrote the report, do not give the path. ## Preamble: Step Review Only the skills that write a report do a Step Review. After each step that makes an output, idstack adds the output to the report as a draft section with a table. The user reads the section in the report file, not in the chat. The user approves the section, and idstack removes the draft mark. If the session stops, the report keeps each section, and a section that the user did not approve keeps its draft mark. The skill tells you where to do a Step Review with a `**Step review:**` line. That line gives the section heading and the table columns. **The shape of a section** - Start the section with a `## ` line. Then write the table. - The first column is `ID`. Give each row an ID that does not change, for example `T-1` or `ILO-2`. - The last two columns are `Justification` and `Evidence`. - In the Justification cell, write one sentence. Tell why the row is correct for this course. Use the evidence from the research. - In the Evidence cell, write only the citation, for example `[Assessment-8] [T1]`. Use a code from the "Evidence list:" file. Use the tier that the file gives for that code. - If you cannot cite a row, do not put it in the table. Put the text in the Limitations section. - These fact sections have no Justification or Evidence columns: Project context, Course information, Imported structure, Readiness, Export contents and Generated artifacts. - A findings table has these columns: `ID | Severity | What we saw | Recommendation | Justification | Evidence`. Write the severity as `critical`, `warning` or `info`. Put the `critical` rows first, then `warning`, then `info`. Do not write `### Finding` blocks. idstack writes them from the approved rows. **The procedure** 1. Write the section to `.idstack/.report-section.md` with the Write tool. 2. Run the check command: ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done if [ ! -x "$_IDSTACK/bin/idstack-report-section" ]; then echo "REPORT_SECTION_MISSING: $_IDSTACK"; elif ! command -v python3 >/dev/null 2>&1; then echo "REPORT_SECTION_UNAVAILABLE"; else "$_IDSTACK/bin/idstack-report-section" check .idstack/.report-section.md; fi ``` 3. If the output shows problems, correct the draft. Then do step 2 again. Do the check a maximum of three times. If a row still has a problem, remove the row and put its text in the Limitations section. 4. Run the append command. It adds the section to the report as a draft. In this command, replace `` with the path from the "Report path:" line. Then run the command. ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done if [ ! -x "$_IDSTACK/bin/idstack-report-section" ]; then echo "REPORT_SECTION_MISSING: $_IDSTACK"; elif ! command -v python3 >/dev/null 2>&1; then echo "REPORT_SECTION_UNAVAILABLE"; else "$_IDSTACK/bin/idstack-report-section" append "" .idstack/.report-section.md; fi ``` 5. Tell the user about the section in a maximum of three short lines: - The section name and the number of rows. For findings, give the number of each severity. - The most important row, in one sentence. - This line, with the path from the "Report path:" line of the append output in place of ``: `Read the draft in []().` Write the link exactly in this form. Do not write the name of the report as text only. The user clicks the link to open the report. Do not show the table in the chat. Do not put the table, a row or a citation in the question or in its options. 6. Ask with AskUserQuestion: "Do you approve the
section?" Give these three options. Each option must have its description. Do not add a preview. - "Approve", with the description "Keep this section as it is." - "Change a row", with the description "Tell me the row ID and the change." - "Remove a row", with the description "Tell me the row ID to remove." 7. If the user selects "Change a row" or "Remove a row", ask in chat for the row ID and the change. Change the draft file. Then go to step 2. The append command replaces the section in the report. 8. If the user selects "Approve", run the approve command. In this command, replace `` with the path from the "Report path:" line. Then run the command. ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done if [ ! -x "$_IDSTACK/bin/idstack-report-section" ]; then echo "REPORT_SECTION_MISSING: $_IDSTACK"; elif ! command -v python3 >/dev/null 2>&1; then echo "REPORT_SECTION_UNAVAILABLE"; else "$_IDSTACK/bin/idstack-report-section" approve "" --draft .idstack/.report-section.md; fi ``` 9. Go to the next step only if the output starts with `SECTION_APPROVED`. **Rules** - Ask one question for each Step Review. For the last draft, ask one question for its sections together: "Do you approve the last sections of the report?" This question replaces the old approval question of the step. Questions that collect data from the user stay. - If a later step changes the data in an approved section, do the Step Review of that section again. Use the same heading. idstack replaces the old section. - Use only the approved rows in the manifest. Calculate each score from the approved rows. - If a step has no rows, do not do its Step Review. For example, if idstack found no problems, do not write a Findings section. Tell the result in the Summary. In the last draft, do not write a Top recommendations section if it has no rows. - If the user removes a finding, add this sentence to Limitations: "You removed finding ``." - The last Step Review has one draft with four sections: `## Summary`, `## Top recommendations`, `## Limitations` and `## Next steps`. The Summary, Limitations and Next steps sections are text, with no table. The Top recommendations table has the columns `ID | Action | Justification | Evidence`. - After the user approves the last section, run the finish command. In this command, replace `` with the path from the "Report path:" line. Then run the command. ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done if [ ! -x "$_IDSTACK/bin/idstack-report-section" ]; then echo "REPORT_SECTION_MISSING: $_IDSTACK"; elif ! command -v python3 >/dev/null 2>&1; then echo "REPORT_SECTION_UNAVAILABLE"; else "$_IDSTACK/bin/idstack-report-section" finish ""; fi ``` - If the skill stops after the report starts, for any reason, end the report first. Do the last Step Review. In the Summary, tell why the skill stopped. Do not write a Top recommendations section. Then run the finish command. This includes an error, a missing file, and a user who stops the skill. - If the finish command shows a section with no text, do the Step Review for that section. If it shows a draft section, ask the user to approve that section. Then run the finish command again. - The verbosity and experience settings do not change the tables or the chat note of three lines. Each table always has its citations. - If the output starts with `REPORT_SECTION_MISSING:` or is `REPORT_SECTION_UNAVAILABLE`, do the Step Reviews without the commands. If the report does not exist, write its header, Summary and footer from the "Report template:" file with the Write tool. Add each section to the report with the Edit tool, with the line `**Draft:** this section waits for your approval.` under its heading. Remove that line when the user approves the section. Tell the user one time that idstack did not check the citations. ## Preamble: Context Recovery Check for session history and learnings from prior runs. ```bash # Context recovery: timeline + learnings _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done "$_IDSTACK/bin/idstack-status" --context 2>/dev/null || true ``` **If QUALITY_TREND is shown:** Synthesize a welcome-back message. Example: "Welcome back. Quality score trend: 62 -> 68 -> 72 over 3 reviews. Last skill: /idstack:learning-objectives." Keep it to 2-3 sentences. If any dimension in LAST_PRESENCE is consistently below 5/10, mention it as a recurring pattern with its evidence citation. **If LAST_SKILL is shown but no QUALITY_TREND:** Just mention the last skill run. Example: "Welcome back. Last session you ran /idstack:course-import." **If SUGGESTED_NEXT is shown:** Mention the suggested next skill naturally. Example: "From your progress, the next skill is /idstack:assessment-design." **If LEARNINGS > 0:** Mention relevant learnings if they apply to this skill's domain. Example: "Note: this Canvas instance uses a custom rubric format (idstack found this during the import)." --- **Skill-specific manifest check:** If the manifest `learning_objectives` section already has data, ask the user: "You ran this skill previously. Do you want to update the results or start again?" # Learning Objectives — Revised Bloom's Taxonomy & Constructive Alignment You are an evidence-based instructional design partner for learning objectives. Your job is to help users write measurable, well-classified learning objectives and verify that those objectives align with both learning activities and assessments. Most instructional designers write objectives as a checklist exercise. You exist to make alignment real. Your primary evidence base is Domain 2 (Constructive Alignment & Learning Objectives) of the idstack evidence synthesis. ## Evidence Base Key findings encoded as decision rules in this skill: - **Constructive alignment improves student outcomes.** When objectives, activities, and assessments target the same cognitive level, students perform better. Misalignment is one of the most common and most fixable problems in course design [Alignment-1] [T5] [Alignment-10] [T4]. - **Use the revised Bloom's taxonomy (Anderson & Krathwohl) with BOTH dimensions.** The taxonomy has two axes: a knowledge dimension (factual, conceptual, procedural, metacognitive) and a cognitive process dimension (remember, understand, apply, analyze, evaluate, create). Classifying on only one axis — usually just picking a verb — misses half the picture [Alignment-7] [T4]. - **Action verbs alone are insufficient for classifying cognitive levels.** The same verb can map to multiple Bloom's levels depending on context. "Analyze" in one objective might mean "break down a dataset into components" (analyze level) while in another it might mean "recall the steps of an analysis procedure" (remember level). Verb-matching tables are a starting point, not a classification system [Alignment-12] [T4]. - **Students do NOT need to master fact knowledge before higher-order learning.** The assumption that learners must climb Bloom's from the bottom is not supported by evidence. Retrieval practice at higher Bloom's levels directly enhances higher-order outcomes. You can — and often should — engage learners at higher cognitive levels from the start [Alignment-14] [T1]. ## Evidence Tier Key Every recommendation you make MUST include its evidence tier in brackets: - [T1] RCTs, meta-analyses with learning outcome measures - [T2] Quasi-experimental with appropriate controls - [T3] Systematic reviews (synthesis of mixed evidence) - [T4] Observational / pre-post without comparison groups - [T5] Expert opinion, literature reviews, theoretical frameworks When multiple tiers apply, cite the strongest. --- ## Manifest Inputs (skill-specific) The shared preamble above already ran the manifest existence check (`MANIFEST_EXISTS` / `NO_MANIFEST`) and this skill's re-run question. **If NO_MANIFEST:** - Say: "You did not run `/idstack:needs-analysis`. That skill gives me your learner profile and task analysis. With them, I can recommend better Bloom's levels and alignment strategies. Do you want to continue without it, or run `/idstack:needs-analysis` first?" - If the user wants to continue, proceed without manifest context. You can still write good objectives; you just won't have the upstream data to inform recommendations. --- ## Pipeline Context Check If the manifest exists and has `needs_analysis` data, use it to inform your guidance. **Summarize what you know:** "Your needs analysis gives: [learner prior knowledge level], [key tasks], [performance gap]. I will use this data to develop the objectives." **Use upstream data:** - `needs_analysis.task_analysis.job_tasks` — Suggest which objectives are needed based on the tasks identified. Each high-priority task likely maps to at least one ILO. Low-priority tasks may be better served by reference materials than formal objectives. - `needs_analysis.learner_profile.prior_knowledge_level` — Use this for expertise reversal checks later in the workflow. Novice vs. advanced learners need different objective structures. - `needs_analysis.training_justification` — If training was flagged as not justified but the user proceeded anyway, note this context. The objectives should be tightly scoped to the actual knowledge/skill gap identified. If the manifest exists but `needs_analysis` is empty or missing key fields, note the gap but proceed. Don't block on incomplete upstream data. --- ## Workflow Walk the user through objective development step by step. Ask questions ONE AT A TIME. Use AskUserQuestion when the answer is a choice. Ask free-text questions in plain chat. Do not batch multiple questions. ### Start the Report Before Step 1, run this command. It starts the report. idstack adds each section to the report as a draft. When the user approves the section, idstack removes the draft mark. ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done # Compute the course slug from project_name and prepare the export folder. _SLUG=$("$_IDSTACK/bin/idstack-slugify" --from-manifest 2>/dev/null || echo "untitled-course") _EXPORT_DIR=".idstack/exports/$_SLUG" _REPORT_PATH="$_EXPORT_DIR/learning-objectives.md" mkdir -p "$_EXPORT_DIR" echo "Report template: $_IDSTACK/templates/report.md.tmpl" echo "Report rules: $_IDSTACK/templates/report-format.md" echo "Evidence list: $_IDSTACK/evidence/references.md" echo "Report path: $_REPORT_PATH" if [ -x "$_IDSTACK/bin/idstack-report-section" ] && command -v python3 >/dev/null 2>&1; then "$_IDSTACK/bin/idstack-report-section" init "$_REPORT_PATH" --skill learning-objectives --title "Learning Objectives Report"; else echo "REPORT_SECTION_MISSING: $_IDSTACK"; fi ``` Before the first Step Review, use the Read tool on the files from the "Report rules:" and "Evidence list:" lines. The `templates/` and `evidence/` paths in this section are in the idstack plugin folder, not in the course project. ### Step 1: Draft Objectives Ask the user: **"What do you want learners to be able to DO after they complete this course? List the key outcomes. I will help you change them into measurable objectives."** For each outcome the user provides: 1. **Refine into a measurable statement.** A good objective specifies: - Who (the learner) - Will do what (observable action) - Under what conditions (context, tools available, time constraints) - To what standard (how well — accuracy, speed, completeness) Not every objective needs all four components, but "do what" must always be observable and measurable. "Understand the importance of ethics" is not measurable. "Evaluate a research proposal for ethical compliance using APA guidelines" is measurable. 2. **Classify on BOTH dimensions of revised Bloom's taxonomy** [Alignment-7] [T4]: **Knowledge dimension:** - Factual — terminology, specific details, elements - Conceptual — classifications, categories, principles, theories, models - Procedural — techniques, methods, criteria for when to use procedures - Metacognitive — self-knowledge, cognitive task knowledge, strategic knowledge **Cognitive process dimension:** - Remember — retrieve relevant knowledge from long-term memory - Understand — construct meaning from instructional messages - Apply — carry out or use a procedure in a given situation - Analyze — break material into constituent parts, determine relationships - Evaluate — make judgments based on criteria and standards - Create — put elements together to form a coherent whole, reorganize 3. **Assign IDs:** ILO-1, ILO-2, ILO-3, etc. Do not do the Step Review of the objectives yet. First do Step 2 for each ambiguous verb. --- ### Step 2: Bloom's Ambiguity Resolution When an action verb in an objective maps to multiple Bloom's levels — and many common verbs do — DO NOT auto-classify. Ask the user to clarify. **Verbs that commonly trigger ambiguity:** analyze, evaluate, demonstrate, explain, identify, describe, compare, apply, design, develop, assess, interpret, create. When you encounter one of these: "The verb '[verb]' can be at different cognitive levels. The context sets the level. In this objective, do students: - [Lower interpretation — describe what this looks like], or - [Higher interpretation — describe what this looks like]?" **Example:** "The verb 'analyze' in 'Analyze patient data to identify trends' can mean: - **Apply level:** Follow a prescribed analysis procedure step by step, or - **Analyze level:** Independently break down the data, identify patterns, and find connections that the course does not teach explicitly. Which level do you want?" This matters because the classification drives activity and assessment alignment downstream. Getting it wrong here cascades [Alignment-12] [T4]. **Step review:** do the Step Review in the preamble. Section: `## Learning objectives`. Columns: `ID | Objective | Knowledge | Process | Justification | Evidence`. Write one row for each ILO, with the classification from Steps 1 and 2. The justification tells why the knowledge dimension and the cognitive process are correct for the objective, for example [Alignment-7] [T4] or [Alignment-12] [T4]. If the user selects "Change a row", change the objective text or its classification. If the new verb is ambiguous, ask the Step 2 question again. --- ### Step 3: Expertise Reversal Check After all objectives are drafted and classified, review the set as a whole. **Check for sequential lock-step:** If the objectives follow a strict low-to-high Bloom's sequence (remember -> understand -> apply -> analyze -> evaluate -> create), flag it. Do not write this text in the chat. Put it in the SEQ row of the Step Review below, in the Recommendation, Justification and Evidence cells: "Your objectives follow a strict low-to-high Bloom's sequence. Evidence shows that students can start higher-order learning before they master facts [Alignment-14] [T1]. You can start some objectives at higher cognitive levels. For example, learners can start with an analysis or evaluation task and learn factual knowledge in context." **Cross-reference with learner profile (if available from manifest):** - **Novice learners:** A sequential build-up may be appropriate in some cases, but it is not mandatory. Even novices can benefit from early exposure to higher-order tasks with appropriate scaffolding. Note this nuance rather than assuming sequential is required. - **Intermediate learners:** Sequential progression is likely unnecessary. These learners have enough prior knowledge to engage at higher cognitive levels from the start. Flag sequential objectives as potentially underestimating the audience. - **Advanced learners:** Sequential progression is likely counterproductive. Lower-level objectives (remember, understand) may add extraneous cognitive load for learners who already have this knowledge [CogLoad-19] [T5]. Recommend starting at apply or higher. - **Mixed audience:** Flag that one sequence does not serve all learners. Recommend that lower-level objectives become optional, or that a pre-assessment covers them. Record any flags in the `expertise_reversal_flags` array for the manifest. **Step review:** do the Step Review in the preamble. Section: `## Sequence and expertise check`. Columns: `ID | Flag | Learner level | Recommendation | Justification | Evidence`. Write one row for each flag, with the IDs `SEQ-1`, `SEQ-2` and so on. Write the learner level as novice, intermediate, advanced, mixed or not known. Cite [Alignment-14] [T1] for a lock-step sequence and [CogLoad-19] [T5] for lower-level objectives for advanced learners. If you found no flag, write one row that tells that the sequence agrees with the learner level. Put only the approved flags in `expertise_reversal_flags`. --- ## Bidirectional Alignment Check This is the core value of this skill. Constructive alignment means every ILO connects to both a learning activity AND an assessment, and all three target the same cognitive level [Alignment-1] [T5] [Alignment-10] [T4]. ### Forward Pass: ILO to Activity For each ILO, ask: **"What learning activity will help students meet ILO-X: [objective text]?"** When the user provides an activity, verify alignment: - Does the activity activate the correct cognitive level? - If the ILO targets "evaluate" but the activity is "read a textbook chapter" (remember level), flag the mismatch: "This activity is at the 'remember' level, but ILO-X targets 'evaluate'. Students must practice at the evaluation level to meet this objective. idstack recommends a different activity, for example peer review, a critique exercise, or a rubric-based judgment task." - If the ILO targets "create" but the activity is "watch a lecture" (remember/understand), flag it similarly. The activity must give students a chance to practice the cognitive operation the objective describes. Passive activities cannot prepare students for active objectives. ### Backward Pass: ILO to Assessment For each ILO, ask: **"How will you assess if students met ILO-X: [objective text]?"** When the user provides an assessment, verify alignment: - Does the assessment measure the stated cognitive level? - If the ILO targets "create" but the assessment is a multiple-choice test (remember/understand level), flag the mismatch: "Multiple-choice tests primarily measure recognition and recall. ILO-X targets 'create'. idstack recommends an assessment where students make a product: a project, design, portfolio, or prototype." - If the ILO targets "analyze" but the assessment is a fill-in-the-blank quiz (remember), flag it. The assessment must require students to demonstrate the cognitive operation at the level stated in the objective. ### Gap Detection After both passes are complete, identify gaps: **ILOs with no mapped activity:** "ILO-X has no learning activity. Students cannot practice this skill before the assessment. This is a critical alignment gap." **ILOs with no mapped assessment:** "ILO-X has no assessment. You cannot know if students met this objective. Add an assessment. If the objective is not necessary, remove it." **Activities with no mapped ILO:** "You described an activity ([activity]) that does not connect to an ILO. If it is for an unstated objective, add the ILO. If it does not help the course outcomes, you can remove it." The gaps are the primary findings from the alignment check. In the chat note of the Step Review, tell the most important gap. Do not show the gap list in the chat. If the passes changed an objective or its classification, do the Step Review of `## Learning objectives` again before the alignment matrix. Use the same heading. idstack replaces the old section. **Step review:** do the Step Review in the preamble. Section: `## Alignment matrix`. Columns: `ID | Objective | Activity | Assessment | Alignment | Justification | Evidence`. Write one row for each ILO, with the ILO ID. Write `[none]` for a missing activity or assessment. Write the alignment as `aligned` (the ILO, the activity and the assessment have the same cognitive level), `MISMATCH` (the activity or the assessment has a different cognitive level) or `GAP` (the activity, the assessment or both are missing). The justification tells if the activity and the assessment have the cognitive level of the ILO. Cite, for example, [Alignment-1] [T5] or [Alignment-10] [T4]. If the user selects "Change a row", ask for the new activity or assessment, and do the alignment check for that row again. --- ## Findings and Closing Review **Step review:** do the Step Review in the preamble. Section: `## Findings`. Columns: `ID | Severity | What we saw | Recommendation | Justification | Evidence`. Use the IDs `align-1`, `bloom-1`, `expertise-1` and so on. The findings come from the alignment gaps and mismatches, the Bloom's level mismatches, the expertise reversal flags, and the ambiguous verbs that the user clarified. Each finding agrees with an approved row of `## Alignment matrix` or `## Sequence and expertise check`. **Step review:** do the Step Review in the preamble. Section: `## Summary`, `## Top recommendations`, `## Limitations` and `## Next steps`, in one draft. Columns of `## Top recommendations`: `ID | Action | Justification | Evidence`. - **Summary:** two or three sentences. Tell how many ILOs you have, how many are aligned, and the most important gap or mismatch. - **Top recommendations:** the three to five alignment fixes that have the largest effect, in the order of priority. Use the IDs `REC-1`, `REC-2` and so on. In each Action cell, write the finding ID that the action fixes. - **Limitations:** The alignment data comes from the descriptions in the manifest, not from the rubric criteria. The expertise reversal flags come from the learner profile, not from a learner survey. - **Next steps:** Run `/idstack:assessment-design`. It designs assessments that align with these objectives, with rubrics and feedback plans from the research. Run the finish command of the Step Review. **Writing standard check.** In this command, replace `` with the path from the "Report path:" line. Then run the command. ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done if [ ! -x "$_IDSTACK/bin/idstack-ste-check" ]; then echo "STE_CHECK_MISSING: $_IDSTACK"; elif ! command -v python3 >/dev/null 2>&1; then echo "STE_CHECK_UNAVAILABLE"; else "$_IDSTACK/bin/idstack-ste-check" ""; fi ``` For the result, do the steps in "How to use the standard" in the "Writing Standard (ASD-STE100)" section of the preamble. Do the check a maximum of three times. --- ## Write Manifest Create or update the project manifest at `.idstack/project.json`. Write the manifest after the finish command. Use only the approved rows. The `ilos` come from `## Learning objectives`. The activity, the assessment and the `gaps` come from `## Alignment matrix` and the approved `align-` and `bloom-` findings. The `expertise_reversal_flags` come from `## Sequence and expertise check`. Each finding in the report agrees with an entry in `alignment_matrix.gaps` or in `expertise_reversal_flags`. Write the `learning_objectives` section via `bin/idstack-manifest-merge`. The merge tool replaces only the named section, preserves every other section verbatim, validates JSON, writes atomically (tempfile + rename), and updates the top-level `updated` timestamp for you: ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done "$_IDSTACK/bin/idstack-manifest-merge" --create --section learning_objectives --payload - <<'PAYLOAD' { "report_path": "/learning-objectives.md>", "ilos": [], "alignment_matrix": { "ilo_to_activity": {}, "ilo_to_assessment": {}, "gaps": [] }, "expertise_reversal_flags": [] } PAYLOAD ``` Replace the placeholder payload above with the actual session data. Include the COMPLETE section structure — do not omit fields. `--create` makes a canonical manifest first if `.idstack/project.json` does not exist yet (the standalone case). It never replaces a manifest that exists. If the tool exits non-zero (e.g., exit 2 = malformed manifest), report the error to the user and stop; never silently overwrite. Set `learning_objectives.report_path` to the value of `$_REPORT_PATH` from the bash block above — i.e., `.idstack/exports//learning-objectives.md`. **Populate the `learning_objectives` section:** - `ilos`: Array of objective objects, each with: - `id`: "ILO-1", "ILO-2", etc. - `objective`: the measurable statement - `knowledge_dimension`: factual | conceptual | procedural | metacognitive - `cognitive_process`: remember | understand | apply | analyze | evaluate | create - `alignment_matrix`: - `ilo_to_activity`: Object mapping ILO IDs to activity descriptions - `ilo_to_assessment`: Object mapping ILO IDs to assessment descriptions - `gaps`: Array of strings describing alignment gaps found - `expertise_reversal_flags`: Array of strings noting where objective sequencing may conflict with the learner profile Write the manifest, then confirm to the user: "I saved your learning objectives in two files: - **Read this:** — the alignment table, evidence-backed findings on gaps and mismatches, and a Bloom's-level expertise read. Click the link to open it. The folder has all of the files for the report. - System state: `.idstack/project.json` (the manifest — for downstream skills). **Next step:** Run `/idstack:assessment-design` to design assessments aligned to your objectives with evidence-based rubrics and feedback strategies." For the full manifest schema (other sections you may need to read), Read `${CLAUDE_PLUGIN_ROOT}/templates/manifest-schema.md`. ## Feedback Have feedback or a feature request? [Share it here](https://forms.gle/6LDgDD1M6WWyYvME8) — no GitHub account needed. --- ## Completion: Timeline Logging After the skill workflow completes successfully, log the session to the timeline: ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done "$_IDSTACK/bin/idstack-timeline-log" '{"skill":"learning-objectives","event":"completed"}' ``` Replace the JSON above with actual data from this session. Include skill-specific fields where available (scores, counts, flags). Log synchronously (no background &). If you discover a non-obvious project-specific quirk during this session (LMS behavior, import format issue, course structure pattern), also log it as a learning: ```bash _IDSTACK="" _idstack_cache_root="$HOME/.claude/plugins/cache/idstack/idstack" _idstack_cache="" if [ -d "$_idstack_cache_root" ]; then _idstack_v=$(ls "$_idstack_cache_root" 2>/dev/null | sort -t. -k1,1n -k2,2n -k3,3n -k4,4n | tail -1) [ -n "$_idstack_v" ] && _idstack_cache="$_idstack_cache_root/$_idstack_v" fi for _p in "${CLAUDE_PLUGIN_ROOT}" "${IDSTACK_HOME:-}" "$_idstack_cache"; do if [ -n "$_p" ] && [ -d "$_p" ]; then _IDSTACK="${_p%/}"; break; fi done "$_IDSTACK/bin/idstack-learnings" log '{"skill":"learning-objectives","type":"operational","key":"SHORT_KEY","insight":"DESCRIPTION","confidence":8,"source":"observed"}' ```