A 1-6-learning objectives -cognitive domain
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Learning ObjectivesCognitive Domain
Dr. Shahram Yazdani
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Blooms Taxonomy
Analysis
Application
Comprehension
Recall
Evaluation
Synthesis
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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
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RecallAny question becomes a recall
question if the answer has already been explicitly provided to the student in class or in the text.
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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
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Recall Cite Count Define Draw List Name Record Notes, Chooses, Attaches
Relate Repeat Underline Describe, Label, Identify, State, Locate, Outline, Titles,
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Recall When did ………….take place? List the …………... Define the term ……………. What is a …………….? Who did ……………? Name…………….
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Comprehension Demonstrating an understanding of
meanings. A thinking process in which a
message is changing form.
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Comprehension Translate a concept Give an interpretation of the meaning
of a concept Give an extrapolation of a concept
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Comprehension Rewrite, Paraphrase, Convert, Explain, Give examples, Summarize, Distinguish, Predict, Reverses,
Defends, Explains, Expands, Exemplifies, Concludes, Rewrites, Summarizes, Translates, Supplements.
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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.
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Application Apply Calculate Demonstrate Employ Examine Illustrate Interpret Produces, Relates to,
Operate Practice Schedule Sketch Solve Use Discover, Show, Improves,
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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.
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Analysis Analysis of Elements Analysis of Relationships Analysis of Organizational Principles
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Analysis Analyze Appraise Contrast Debate Diagram
Differentiate Examine Inventory Question Test
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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.
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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
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Synthesis Arrange Assemble Collect Compose Construct Create Design
Formulate Integrate Manage Organize Plan Prescribe Propose
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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.
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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
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Evaluation Appraise Assess Choose Compare Criticize Estimate Select
Evaluate Judge Measure Rank Rate Revise Score
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Higher Mental Skills
The three highest levels in Bloom’s taxonomy are thinking skills of a higher order.
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Any Question ?