1. OF THE COGNITIVE DOMAIN
BLOOM’S TAXONOMY
OF THE COGNITIVE DOMAIN

2. BLOOM’S TAXONOMY
Benjamin Bloom (et al.) created this taxonomy for categorizing levels of abstraction of questions that commonly occur in educational settings.
The taxonomy provides a useful structure in which to categorize test questions.

3. BLOOM’S TAXONOMY Competence Skills Demonstrated Knowledge
The recall of specific information
Comprehension
Understanding of what was read
Application
Converting abstract content to concrete situations
Analysis
Comparison and contrast of the content to personal experiences
Synthesis
Organization of thoughts, ideas, and information from the content
Evaluation
Judgment and evaluation of characters, actions, outcomes, etc., for personal reflection and understanding

4. KNOWLEDGE Memorization
Observation and recall of information
Knowledge of dates, events, places
Knowledge of major ideas
Mastery of subject matter

5. KNOWLEDGE Memorization
Arrange
Define
Describe
Duplicate
Identify
Label
List
Memorize
Name
Order
Quote
Recall
Recognize
Relate
Repeat
Reproduce

6. COMPREHENSION Understanding
Understand information
Grasp meaning
Translate knowledge into new content
Interpret facts, compare, contrast
Order, group, infer causes
Predict consequences

7. COMPREHENSION Understanding
Classify
Describe
Discuss
Explain
Express
Identify
Indicate
Locate
Recognize
Report
Restate
Review
Select
Translate

8. APPLICATION Using Use information
Use methods, concepts, theories in new situations
Solve problems using required skills or knowledge

9. APPLICATION Using Apply Choose Demonstrate Dramatize Employ Illustrate
Interpret
Operate
Practice
Schedule
Sketch
Solve
Use
Write

10. ANALYSIS Taking apart Recognition of patterns Organization of parts
Discovery of hidden meanings
Identification of components

11. ANALYSIS Taking apart Analyze Appraise Calculate Categorize Compare
Contrast
Criticize
Differentiate
Discriminate
Distinguish
Examine
Experiment
Question
Test

12. SYNTHESIS Putting together
Use old ideas to create new ones
Generalize from given facts
Relate knowledge from several areas
Predict, draw conclusions

13. SYNTHESIS Putting together
Arrange
Assemble
Collect
Compose
Construct
Create
Design
Develop
Formulate
Manage
Organize
Plan
Prepare
Propose
Set up
Write

14. EVALUATION Judging Compare and discriminate between ideas
Assess value of theories, presentations
Make choices based on reasoned argument
Verify value of evidence
Recognize subjectivity

15. EVALUATION Judging Appraise Argue Assess Attach Choose Compare Defend
Estimate
Judge
Predict
Rate
Select
Support
Value
Evaluate
Explain

16. REFERENCES
Bloom, B., Englehart M., Furst, E., Hill, W.,& Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.

17. Web resources http://www.che.wsu.edu/~millerre/bloom.html

18. applied to GOLDILOCKS AND THE THREE BEARS
BLOOM’S TAXONOMY
applied to
GOLDILOCKS AND THE THREE BEARS

19. KNOWLEDGE the recall of specific information
Who was Goldilocks?
Where did she live? With whom?
What did she do in the forest?

20. COMPREHENSION an understanding of what was read
This story is about ___________ (topic).
This story tells us _________(main idea).
What did Goldilocks look like?

21. APPLICATION the converting of abstract content to concrete situations
How were the bears like real people?
Why did Goldilocks go into the little house?
Draw a picture of what the bears’ house looked like.
Draw a map showing Goldilocks’ house, the path in the forest, the bears’ house, etc.

22. ANALYSIS the comparison and contrast of the content to personal experience
How did each bear react to what Goldilocks did?
How would you react?
Compare Goldilocks to any of your friends.
Do you know any animals (pets) that act human?

23. SYNTHESIS the organization of thoughts, ideas, and information from the content
List the events of the story in sequence.
Do you know any other stories about little girls or boys who escaped from danger?
Make a diorama of the bears’ house and the forest.
Make a puppet out of one of the characters. Using the puppet, act out his/her part of the story.

24. EVALUATION the judgment and evaluation of characters, actions, outcomes, etc., for personal reflection and understanding
Why were the bears angry with Goldilocks?
Do you think Goldilocks was happy to get home? Explain your answer.
Do you think she learned anything by going into the bears’ house? Explain your answer.
Would you have gone into the bears’ house? Why or why not?

25. EVALUATION CON’T.
Do parents have more experience and background than their children? Give an example from your own history.
Do you think this really happened to Goldilocks? Why or why not?
Why would a grown-up write this story for children to read?
Why has the story of Goldilocks been told to children for many, many years?

26. References