Key Points

In the mid-1950’s, Benjamin Bloom and a team of educational psychologists developed a classification system for educational objectives. The cognitive domain of this taxonomy encompasses intellectual skills ranging from the simple recall of information to choosing among alternatives in problem-solving, and evaluating ideas or actions.

Definitions

• Knowledge – remembering material/information.
• Comprehension – grasping the meaning of material/information.
• Application – using the material/information some way.
• Analysis – comparing and contrasting categories of material/information.
• Synthesis – creating new material or products.
• Evaluation – assessing or judging the value of new material/information/ideas; making value judgments.

It might be useful to think of the first three levels as having a type of predictable or "correct" answer; Analysis as having either a predictable or non-predictable response, and the last two levels as having no predictable or "right" answer.

The Cognitive Domain
Bloom identified six levels of intellectual activity within the cognitive domain ranging from the simple recall or recognition of facts to the most complex activity: evaluation. The level of cognitive demand on the learner increases with each level of the hierarchy. Several useful lists of "action verbs" are available which correlate observable behaviors with each level of the taxonomy.

Knowledge, Comprehension, Application
Intellectual tasks at the Knowledge, Comprehension, and Application level are generally considered less cognitively demanding than tasks at the levels of Analysis, Synthesis, and Evaluation. Intellectual activities at the Knowledge level require that the learner to simple recall or recognize specific information. Comprehension requires the learner to grasp information as shown through summarization, interpretation, or translation of material or prediction based upon new knowledge. Application requires the use of the information in new situations. While proficiency with these lower level functions is necessary, it is important not to focus on them to the exclusion of higher-level thinking skills.

Knowledge – remembering material
The student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.

Examples

• Identify the definition of a term
• Identify an example of a term
• Write a synonym for a term
  
• Identify the definition of a process
• List the steps of a process
• Draw a diagram of a process

Comprehension – grasping the meaning of material
The student translates, comprehends, or interprets information based on prior learning.

Examples
Define a term in one’s own words
Explain the meaning of a term in light of its contextual setting

Describe a process
Explain the purpose of each step in a process

Application ‚ using the material in some new way
The student selects, transfers, and uses facts, rules, procedures, concepts, or theories in new situations.

Examples
Select the term that best describes an idea or event
Write a paragraph using a given set of terms

Apply the steps of a process in a new context

Analysis, Synthesis, Evaluation
The higher levels of Bloom’s taxonomy, Analysis, Synthesis, and Evaluation, require critical thinking, creative thinking, and problem solving from the learner. These are commonly termed "higher level thinking skills." Instructional objectives written for these levels of the taxonomy typically require the learner confront new problems or situations. They may also require the learner to apply a sequence of strategies or skills such as identifying and analyzing a problem, applying past learning, gathering new information, organizing and comparing data, analyzing elements, judging alternatives, and summarizing conclusions or selecting a course of action.

Analysis – comparing and contrasting new categories of material
Student distinguishes, classifies, or relates the assumptions, hypotheses, evidence, or structure of a statement or question.

Examples
Infer the meaning of a term from context
Infer the connotations of a term

Compare or contrast two processes
Categorize the steps of a process

Synthesis – creating new material
The student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.

Examples
Generate terms to describe elements or ideas
Generate terms to define agreements
Generate terms to define categories

Modify an existing process
Create a new process

Evaluation – assessing the value of new material
The student appraises, assesses, or critiques on a basis of specific standards and criteria.

Examples
Evaluate the appropriate use of a term
Criticize the use of a term
Justify the use of a term

Critique the effectiveness of a process
Evaluate the significance of a process

When writing instructional objectives, keep in mind that the level with which an "action verb" is associated may change depending on the context in which it is used. This context may be affected by the Conditions defined in the objective or by the product or event specified in the Behavior.

For example, the action verb draw may apply to the Knowledge level if the student is asked to draw a picture of a character that was explicitly described in a story. On the other hand, the action verb draw may apply to the Synthesis level if the character is not explicitly described. In this case, inferences about the character’s appearance must be made based upon his or her speech, actions, or attitudes conveyed in the story. This inference requires synthesizing information to create new material.

Verb Wheel Based on Bloom's Taxonomy

Verbs Appropriate for the Cognitive Domain

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