Learning ObjectivesCognitive Domain

Dr. Shahram Yazdani

Blooms Taxonomy

Analysis

Application

Comprehension

Recall

Evaluation

Synthesis

Associated thinking skills

Bloom’s categorization Associated thinking skills

Knowledge acquisition Memorization

Comprehension Question, discuss, explanation, Abstraction and transfer

Application Doing a task

Analysis Categorizing, characterization, comparison, contrast

Synthesis Collating, creating

Evaluation Relevancy, ordering, prioritizing, judgment

RecallAny question becomes a recall

question if the answer has already been explicitly provided to the student in class or in the text.

Recall Specific facts Terminology Concepts of science Conventions Trends and sequences Classifications, categories, criteria Techniques and procedures Scientific principles and laws Theories or conceptual schemes

Recall Cite Count Define Draw List Name Record Notes, Chooses, Attaches

Relate Repeat Underline Describe, Label, Identify, State, Locate, Outline, Titles,

Recall When did ………….take place? List the …………... Define the term ……………. What is a …………….? Who did ……………? Name…………….

Comprehension Demonstrating an understanding of

meanings. A thinking process in which a

message is changing form.

Comprehension Translate a concept Give an interpretation of the meaning

of a concept Give an extrapolation of a concept

Comprehension Rewrite, Paraphrase, Convert, Explain, Give examples, Summarize, Distinguish, Predict, Reverses,

Defends, Explains, Expands, Exemplifies, Concludes, Rewrites, Summarizes, Translates, Supplements.

Application Using learned information in new (to the

learner) and relevant problems or situations.

The ability to implement rules, principles, information, assumptions, theories, or other abstractions for new and real situations.

Student must know which principle or generalization to use in each situation.

Application Apply Calculate Demonstrate Employ Examine Illustrate Interpret Produces, Relates to,

Operate Practice Schedule Sketch Solve Use Discover, Show, Improves,

Analysis Breaking down information into component

parts so that its structure can be understood.

A thorough study to comprehend the structure of the learned content, its formal and logic way of organization, in order to detect the elements, outlooks, and methods this content is based upon.

Analysis Analysis of Elements Analysis of Relationships Analysis of Organizational Principles

Analysis Analyze Appraise Contrast Debate Diagram

Differentiate Examine Inventory Question Test

Synthesis Combining component parts to create

a new or different pattern or structure. Establishing a whole new creation by

combination of ideas from different sources, in a way that formats and molds will be created, and will stand at the basis of the new creation.

Synthesis The student can:

Formulate a hypothesis Select or design suitable tests of ideas Formulate generalizations based on

observations Formulate (or revise) a theoretical model

to accommodate knowledge

Synthesis Arrange Assemble Collect Compose Construct Create Design

Formulate Integrate Manage Organize Plan Prescribe Propose

Evaluation Judging the value of information or

material based on specific criteria. Judging the values in the ideas

through use of standards of estimations, that will determine the accuracy level, purposefulness and practicality of the details.

Evaluation The student can:

Evaluate a hypothesis, in the light of data obtained

Evaluate the validity of a test Judge the value of an invention

according to specified criteria

Evaluation Appraise Assess Choose Compare Criticize Estimate Select

Evaluate Judge Measure Rank Rate Revise Score

Higher Mental Skills

The three highest levels in Bloom’s taxonomy are thinking skills of a higher order.

Any Question ?