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| Level |
Identifying Characteristics |
Examples |
Verbs |
| KNOWLEDGE |
Eliciting factual answers, testing recall and recognition of information
only from past experience or from teacher presentation, from reading, viewing. Little or
possibly no understanding of the information is required. |
What were the names of Columbus' ships? What are the main functions of
the circulatory system?
What are the rules for volleyball?
Who are the main characters? |
define, recall, select, label, recite, point out, list, record, reproduce,
name, repeat, memorize |
| COMPREHENSION |
Putting information in own words: translating, interpreting, extrapolating
The emphasis is on change of form. Some extension beyond what is given in the
original may be required. Relationships are stressed. The learner goes beyond
recall or rote memorization to meaning. |
What information can we get from this map? What concept does the cartoon
illustrate?
How would you describe the mood created in this poem?
Restate the definition of zero-based budgeting in your own words. |
describe, outline, translate, discuss, recognize, match, explain, restate,
tell, identify, select, summarize, indicate, continue, |
| APPLICATION |
Use of information or skill. Application to situations that are new,
unfamiliar, or have a new slant for students. Deals with usable information and
emphasizes use of information or skill. Emphasizes the whole of ideas
rather than just parts. Contains a minimum of directions or instructions as student
is expected to know what to do. |
Show us how to say, "Hello. How are you?" in sign
language. Use long division to solve this problem.
How does this story relate to your own life?
What punctuation marks belong in this paragraph?
To what extent does this novel illustrate the theme of human against nature? |
apply, use, identify, demonstrate, construct, illustrate, show how,
explain, interpret, employ, select, dramatize |
| ANALYSIS |
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| SYNTHESIS |
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| EVALUATION |
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| Level |
Definition |
Sample Trigger Words |
Sample Probe |
| Knowledge |
Can remember terms, facts, procedures, relationships,
concepts (lowest level) |
list, label, name, outline, reproduce, define, describe |
List the names of the main characters in the story. |
| Comprehension |
Understands the meaning of material learned, can interpret
and restate in own words (one step above knowledge level) |
explain, interpret, restate, translate, paraphrase,
summarize |
What was the main idea of the story? |
| Application |
Can use material learned in novel, real-world contexts
(demonstrates a higher level of understanding through comprehension) |
demonstrate, manipulate, operate, modify, use, produce |
Using what you know about the structure of the stories read
in class, write a new story of your own. |
| Analysis |
Understands the component parts of things and can categorize
elements in sensible ways; understands elements and how they fit together |
subdivide, differentiate, categorize, classify, break down,
distinguish |
Break the story down into its separate parts, describing how
they relate. |
| Synthesis |
Can combine separate knowledge, concepts, and understanding
into a unified and novel whole |
combine, relate, categorize, reassemble, reorganize |
By combining these two stories about whales, what would you
predict about the future of the whale population on earth? |
| Evaluation |
Can judge the value or appropriateness of something by
applying proper criteria in a logical manner. |
evaluate, appraise, judge, justify, defend |
Is this a well written story, in your opinion? Why? |
| LEVEL |
OBJECTIVE |
DESCRIPTIVE |
| Basic (low) |
Knowledge |
The learner must recall information (i.e. bring to mind the
appropriate material). |
| Basic |
Comprehension |
The learner understands what is being communicated by making
use of the communication. |
| Basic |
Application |
The learner uses abstractions (e.g. ideas) in particular and
concrete situations. |
| Basic |
Analysis |
The learner can break down a communication into its constituent
elements or parts. |
| Basic |
Synthesis |
The learner puts together elements or parts to forma whole. |
| Advanced (high) |
Evaluation |
The learner makes judgments about the value of material or
methods for a given purpose. |
QUESTION TYPES BASED ON BLOOM'S TAXONOMY of COGNITIVE DOMAIN
From Bloom, et al., 1956
As teachers we tend to ask questions in the "knowledge" category 80% to 90%
of the time. These questions are not bad, but using them all the time is. Try to utilize
higher order level of questions. These questions require much more "brain power"
and a more extensive and elaborate answer. Below are the six question categories as
defined by Bloom.
- KNOWLEDGE
- remembering;
- memorizing;
- recognizing;
- recalling identification and
- recall of information
- Who, what, when, where, how ...?
- Describe
- COMPREHENSION
- interpreting;
- translating from one medium to another;
- describing in one's own words;
- organization and selection of facts and ideas
- APPLICATION
- problem solving;
- applying information to produce some result;
- use of facts, rules and principles
- How is...an example of...?
- How is...related to...?
- Why is...significant?
- ANALYSIS
- subdividing something to show how it is put together;
- finding the underlying structure of a communication;
- identifying motives;
- separation of a whole into component parts
- What are the parts or features of...?
- Classify...according to...
- Outline/diagram...
- How does...compare/contrast with...?
- What evidence can you list for...?
- SYNTHESIS
- creating a unique, original product that may be in verbal form or may be a physical
object;
- combination of ideas to form a new whole
- What would you predict/infer from...?
- What ideas can you add to...?
- How would you create/design a new...?
- What might happen if you combined...?
- What solutions would you suggest for...?
- EVALUATION
- making value decisions about issues;
- resolving controversies or differences of opinion;
- development of opinions, judgments or decisions
- Do you agree...?
- What do you think about...?
- What is the most important...?
- Place the following in order of priority...
- How would you decide about...?
- What criteria would you use to assess...?
Bloom's Taxonomy
Bloom's Taxonomy contains following subjects:
- Knowledge
Knowledge involves the recall of specifics and universals, the recall of methods and
processes, or the recall of a pattern, structure, or setting. For measurement purposes,
the recall situation involves little more than bringing to mind the appropriate material
may be required, this is relatively minor part of the task. The knowledge objectives
emphasize most the psychological processes of remembering.
- Comprehension
This represents the lowest level of understanding. It refers to a type of understanding or
apprehension such that the individual knows what is being communicated and can make use of
the material or seeing its fullest implications. When students are confronted with a
communication, they are expected to know what is being communicated (orally or in written
form) and be able to make some use of the material or ideas contained in it.
- Application
The distinction between Comprehension and Application is that, the student must know the
abstraction well enough that he can correctly demonstrate its use when asked to do so.
Application, however, requires a step beyond this. Given a problem, the student must apply
the having to be shown how to use it in that situation. Comprehension shows that the
student can use it correctly. Application shows he will use it correctly.
- Analysis
The breakdown of a communication into its constituent elements or parts such that the
relative hierarchy of ideas is made and/or the relations between the ideas expressed are
made explicit. Such analyses are intended to clarify the communication, to indicate how
the communication is organized, and the way in which it manages to convey its effects, as
well as its basis and arrangement.
- Synthesis
The putting together of elements and parts so as to form a whole. This involves the
process of working with pieces, parts, elements, etc. and arranging and combining them in
such a way as to constitute a pattern or structure not clearly there before.
- Evaluation
Judgments about the value of material and methods for given purposes. Quantitative and
qualitative judgments about the extent to which material and methods satisfy criteria.
Bloom's Taxonomy
1. Knowledge
Possession of information of knowledge is the foundation from which all higher thinking
grows.
2. Comprehension
The second level of thinking is comprehension of the information that has been recalled or
located -- information is not useful unless it understood. Bits of information
clutter up a student's unless that information is understood well enough to be used to
build more complete concepts and generalizations. One way we can check whether
students comprehend the information they possess is to have them state that information in
their own works rather than recalling what they have read or heard. An additional
way we can check students' comprehension is to have them give an example of the concept or
generalization being learned. When a student comprehends information, rather than
merely recalling it, that information becomes useful in future problem solving or decision
making and makes creativity more probable.
3. Application
Information and skills become useful when they can be applied to a new, not previously
encountered situation. Generalizations can be used to solve new problems.
Previous experience can be used to predict outcomes, estimate answers, extrapolate from
data, and/or avoid errors. It is important that students have experience applying
whatever they learn to new problems and situations. At the application level, most
of the time we are looking for convergent thinking.
4. Analysis
Creative thinking and problem solving begin with analytic thinking: mentally
taking something apart to understand better the relationship of the parts to each other
and to the whole. To analyze, one must be able to think categorically: that is to
organize and reorganize information into categories. Once students can "take
information apart" to better understand interrelationships, they are ready to
reorganize that information in new patterns and create with it.
5. Synthesis
The fifth category of complexity in thinking is synthesis or invention: the creation of
something that is new to its creator. One difference between application and
synthesis is that usually the former is convergent but the latter is result from divergent
thinking: something new and different. Note, however, that a student can create only
after s/he has skill and information which then are applied divergently to a new
situation. Creativity does not spring form a vacuum but emerges from rigor and
structure.
6. Evaluation
Evaluation, the making of judgments when there is no one answer which is right
for everyone, is one of the most complex levels of thinking because evaluation is based on
all other cognitive levels. Evaluation or judgment is essential to all intelligent
and satisfying decisions.
Bloom's Taxonomy
The Six Levels of Learning
KNOWLEDGE
Universal axioms and principles: terminology, facts, specifics,
conventions, and criteria versus principles, theories, structures, and methods |
COMPREHENSION
The use of material in a form different from the way it was learned,
i.e. translation, interpretation, extrapolation |
APPLICATION
Problem solving and the ability to do case study |
ANALYSIS
Of elements, of relations, of organizational principles: an ability to
break down a situation into its parts |
SYNTHESIS
Production of a unique communication which puts a field in a broader
context, production of a plan or a set of objectives |
EVALUATION
Is it good or bad, workable, helpful, etc.? What values does it uphold?
Internal versus external evidence |
| Bloom's Taxonomy of Questions Worksheet |
Examples of verbs used in each of Bloom's levels.
Knowledge:
Recall information.
Sample:
Define stream bank, floodplain and substrate.
Draw and label a diagram of a typical stream. |
Application:
Apply knowledge or generalize to new situation.
- apply
- interpret
- use
- demonstrate
- sketch
|
- dramatize
- illustrate
- solve
- prepare
|
Sample:
Dramatize some of the problems a homeowner might encounter by building in a floodplain. |
Synthesis:
Bring together parts of knowledge to form a whole and build
relationships for new situations.
- arrange
- create
- prepare
- compare
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- design
- propose
- construct
- organize
- write
|
Sample:
Design an environmentally responsible subdivision to be built near the Tangipahoa
River. |
Comprehension:
Interpret information in your own words.
Sample:
Describe in your own words what happens when a stream's velocity slows. |
Analysis:
Break down knowledge into parts and show relationship among parts.
- categorize
- criticize
- examine
- compare
- differentiate
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- question
- contrast
- discriminate
- test
|
Sample:
Contrast building in the coastal zone with building in a river floodplain. |
Evaluation:
Make judgment on the basis of established criteria.
- assess
- estimate
- select
- attack
- evaluate
|
- support
- defend
- score
- value
|
Sample:
Decide whether you are in favor of building on a floodplain; defend your position in a
debate. |
Bloom's Taxonomy
Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions
that commonly occur in educational settings. The taxonomy provides a useful structure in
which to categorize test questions, since professors will characteristically ask questions
within particular levels, and if you can determine the levels of questions that will
appear on your exams, you will be able to study using appropriate strategies.
Bloom's Taxonomy
Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions
that commonly occur in educational settings. The taxonomy provides a useful structure in
which to categorize test questions, since professors will characteristically ask questions
within particular levels, and if you can determine the levels of questions that will
appear on your exams, you will be able to study using appropriate strategies.
Competence
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Skills Demonstrated
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| Knowledge |
- observation and recall of information
- knowledge of dates, events, places
- knowledge of major ideas
- mastery of subject matter
- Question Cues:
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote,
name, who, when, where, etc.
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| Comprehension |
- understanding information
- grasp meaning
- translate knowledge into new context
- interpret facts, compare, contrast
- order, group, infer causes
- predict consequences
- Question Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate,
differentiate, discuss, extend
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| Application |
- use information
- use methods, concepts, theories in new situations
- solve problems using required skills or knowledge
- Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate,
change, classify, experiment, discover
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| Analysis |
- seeing patterns
- organization of parts
- recognition of hidden meanings
- identification of components
- Question Cues:
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select,
explain, infer
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| Synthesis |
- use old ideas to create new ones
- generalize from given facts
- relate knowledge from several areas
- predict, draw conclusions
- Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what it?,
compose, formulate, prepare, generalize, rewrite
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| Evaluation |
- compare and discriminate between ideas
- assess value of theories, presentations
- make choices based on reasoned argument
- verify value of evidence
- recognize subjectivity
- Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain,
discriminate, support, conclude, compare, summarize
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Levels
Definitions
Verbal Cues |
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Bloom's Taxonomy
- Knowledge: Recall or recognize information
(verbs: Acquire, Choose, Count, Define...)
- Comprehension: Organize learned material,
rephrase, describe.
(verbs: Account for, Associate, Change, Classify...)
- Application: Use material to solve a
problem.
(verbs: Apply, Calculate, Choose, Collect Information, Complete...)
- Analysis: Identify reasons, causes, and
motives. Reach a conclusion, infer, or generalize.
(verbs: Analyze, Break down, Categorize, Compare, Contrast...)
- Synthesis: Combine ideas or related
information, make predictions.
(verbs: Arrange, Blend, Build, Combine, Compile, Compose, Construct...)
- Evaluation: Judge the merits of an idea,
solution, or esthetic work.
(verbs: Appraise, Argue, Assess, Award, Conclude, Contrast, Criticize...)
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