UW: Test Bed Stuff

BLOOM'S TAXONOMY

OF

COGNITIVE OBJECTIVES

(CONDENSED)

Knowledge- involves bringing to mind the appropriate facts and combination of facts. Emphasis is on recall.

define	name	record	repeat
list	recall	relate	underline
indicate	label	identify	select

Comprehension- lowest level of understanding. Includes understanding of basic concepts, principles, theories, etc. Emphasis is on grasp of meaning, intent, or relationship.

describe	express	recognize	review
discuss	identify	report	tell
explain	locate	restate	translate
summarize	suggest	paraphrase	classify

Application- The selection and use of general rules, procedures, and methods for specific situations. Involves the process of manipulating information to obtain a particular result.

apply	dramatize	operate	organize
employ	illustrate	practice	give examples
demonstrate	interpret	schedule	predict
investigate	translate	compute	construct

Analysis- The breaking down of an organized structure to identify the elements, their relationships, and the organizational principles involved. Includes the ability to reorganize the structure.

analyze	contrast	differentiate	inventory
appraise	criticize	distinguish	question
calculate	debate	examine	relate
categorize	determine	experiment	solve

Synthesis- Putting together elements and parts to form a new whole. This involves working with pieces, principles, rules, etc. and organizing them into a new structure nor clearly there before.

arrange	compose	design	plan
assemble	construct	formulate	prepare
collect	create	manage	propose
produce	perform	organize	setup

Evaluation- Judgments about the value of data, materials, results or methods. Includes quantitative and qualitative judgments in relation to both obvious and obscure criteria.

appraise	compare	grade	revise
assess	estimate	judge	score
choose	evaluate	measure	select
contrast	decide	rate	value

Community College of Vermont, Instructor Handbook, Second Edition, m.p.: Author, 1984, p. B-3, Adapted by G. Richard Eisele from Benjamin S. Bloom (ed.), Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, New York and London: Longman, 1956, pp. 201-207.