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Taxonomy of cognitive domain (Blooms & revised Blooms by Krathwohl)

Blooms taxonomy of educational objectives in the cognitive domain.

6. Evaluationi). Evaluation in terms of internal evidence

ii). Judgements in terms of external criteria

5. Synthesisi). Production of a unique communicationii). Production of a plan

iii). Derivation of a set of abstract relations

4. Analysisi). Analysis of elementsii). Analysis of relationships

iii). Analysis of organizational concepts

3. Application

2. Comprehensioni). Translationii). Interpretationiii). Extrapolation

1. Knowledgei). Knowledge of specifics

- terminology

- specific factsii). Knowledge of ways & means of dealing with specifics

- conventions- trends & sequences- classification & categories- criteria- methodology

iii). Knowledge of universals and abstractions in a field- principles & generalizations- theories & structures

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Krathwohls revised Blooms taxonomy of educational objectives in thecognitive domain.

6. CREATE - Putting elements together to form a novel, coherent whole or make anoriginal product.i). Generating

ii). Planningiii). Producing

5. EVALUATE - Making judgements based on criteria & standardsi). Checking

ii). Critiquing

4. ANALYZE - Breaking material into its constituent parts & detecting how the partsrelate to one another & to an overall structurei). Differentiatingii). Organizing

iii). Attributing

3. APPLY - Carrying out or using a procedure in a given situationi). Executingii). Implementing

2. UNDERSTAND - Determining the meaning of instructional messages, including oral,written, & graphic communicationi). Interpretingii). Exemplifyingiii). Classifying

iv). Summarizingv). Inferringvi). Comparingvii). Explaining

1. REMEMBERING - Retrieving relevant knowledge from long-term memoryi). Recognizing

ii). Recalling

References:

Instruction: A models approach by Thomas H. Estes, Susan L. Mintz & Mary Alice Gunter.

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Structure of the Knowledge Dimension of Krathwohls revised Blooms Taxonomy

A. FACTUAL Knowledge! - The basic elements that students must know to beacquainted with a discipline or solve problems in it.

a). Terminologyb). Specific details & elements

B. CONCEPTUAL Knowledge - The interrelationships among the basic elementswithin a larger structure that enable them to functiontogether.

- Knowledge of classifications & categories, principles& generalizations, theories, model & structures.

a). Classification & categoriesb). Principles & generalizationsc). Theories, models & structures

C. PROCEDURAL Knowledge - How to do something; methods of inquiry & criteria

for using skills, algorithms, techniques & methods.- Knowledge of the steps for completing the task

(know that), know how to complete the steps (knowhow), know when to implement the procedure (knowwhen)

a). Subject-specific skills & algorithmsb). Subject-specific techniques & methodsc). Criteria for determining when to use appropriate procedures

D. METACOGNITIVE Knowledge - Knowledge of cognition in general as well asawareness & knowledge of ones own cognition

- Ability of learners to analyze, reflect on &understand their own cognitive & learningprocesses

a). Strategicb). Cognitive tasks, including appropriate contextual & conditional knowledgec). Self-knowledge

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