1.23"<.D .-40000'It'Taxonomy of Educational Objectives Major Categories in the Cognitive Domain of the Taxonomy of Educational Objectives1.Descriptions of the Major Categories in the Cognitive DomainKnowledge. Knowledge is defined as the remembering of previously learned material. This mayinvolve the recall of a wide range of material, from specific facts to complete theories, but all that is required isthe bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.2.Comprehension. Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level ofunderstanding.3.Application. Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.4.Analysis. Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.5. Synthesis. Synthesis refers to the ability to put parts together to form a new whole. This may involvethe production of a unique communication (theme or speech), a plan of operations (research proposal), - or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stresscreative behaviors, with major emphasis on the formulation of new patterns of structures.6.Evaluation. Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. ' These may be internal criteria (organization) or external criteria (relevance to the purpose), and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchybecause they contain elements of all of the other categories, plus conscious value judgments based on clearly defined criteria.Note: Material in first column from Benjamin S. Bloom et aI., Taxonomy of Educational Objectives: Book I, Cognitive Domain.Published by Allyn and Bacon, Boston, MA. Copyright <!d 1999 by Pearson Education.4Taxonomy of Educational Objectives5Illustrative General Instructional ObjectivesKnows common termsKnows specific factsKnows methods and procedures Knows basic conceptsKnows principles Comprehends facts and principlesInterprets verbal materialInterprets charts and graphsTranslates verbal material to mathematical formulas Estimates future consequences implied in data Justifies methods and procedures ". Applies concepts and principles to new situations Applies laws and theories to practical situations Solves mathematical problemsConstructs charts and graphsDemonstrates correct usage of a methodor procedure Recognizes unstated assumptions Recognizes logical fallacies in reasoning Distinguishes between facts and inferences Evaluates the relevancy of data. Analyzes the organizational structure of a work(art, music, writing) Writes a well-organized theme Gives a well-organized speechWrites a creative short story (or poem, or music) Proposes a plan for an experimentIntegrates learning from different areas into a planfor solving a problemFormulates a new scheme for classifying objects(or events, or ideas) . Judges the logical consistency of written material Judges the adequacy with which conclusions. are supported by dataJudges the value of a work (art, music, writing) byuse of internal criteriaJudges the value of a work (art, music, writing) byuse of external standards of excellence Illustrative Verbs for Stating-Specific Learning OutcomesDefines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, statesConverts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizesChanges, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, usesBreaks down, diagrams, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, points out, relates, selects, separates, subdividesCategorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writesAppraises, compares, concludes, contrasts, criti. cizes, describes, discriminates, explains, justifies, interprets, relates, summarizes, supports6Taxonomy of Educational ObjectivesMajor Categories in the Affective Domain of the Taxonomy of Educational ObjectivesDescriptions of the Major Categories in the Affective Domain1.Receiving. Receiving refers to the student'swillingness to attend to particular phenomena or stimuli(classroom activities, textbook, music, etc.). From a teaching standpoint, it is concerned with getting,