Blooms Hierarchy of Cognitive Thinking
Blooms Hierarchy of Cognitive Thinking
|KNOWLEDGE |ANALYSIS |
|•remembering |•subdividing something to show how it is put together |
|•memorizing |•finding the underlying structure of a communication |
|•recognizing |•identifying motives |
|•recalling identification |•separation of a whole into component parts |
|•recall of information | |
| |A list of examples at this level include the following: recognize|
|A list of examples at this level include the following: know |unstated assumptions, recognize logical fallacies in reasoning, |
|common terms, know specific facts, know methods and procedures, |distinguish between facts and inferences, evaluate the relevancy |
|know basic concepts, know principles, describe different parts. |of data, analyze the organizational structure of a work (art, |
| |music, writing), describe evidence for an action, diagram a |
| |process, distinguish among the functions of a plant. |
|COMPREHENSION |SYNTHESIS |
|•interpreting |•creating a unique, original product that may be in verbal form |
|•translating from one medium to another |or may be a physical object |
|•describing in one's own words |•combination of ideas to form a new whole |
|•organization and selection of facts and ideas | |
| |A list of examples at this level include the following: write a |
|A list of examples at this level include the following: |well organized theme, give a well organized speech, write a |
|understand facts and principles, interpret verbal material, |creative short story (or poem or music), propose a plan for an |
|interpret charts and graphs, translate verbal material to |experiment, integrate learning from different areas into a plan |
|mathematical formulae, estimate the future consequences implied |for solving a problem, formulate a new scheme for classifying |
|in data, justify methods and procedures, explain causes and |objects (or events, or ideas), predict the next actions, design |
|effects, describe the parts of an entity, explain the relevance |or create something to address a new challenge. |
|of certain actions. | |
|APPLICATION |EVALUATION |
|•problem solving |•making value decisions about issues |
|•applying information to produce some result |•resolving controversies or differences of opinion |
|•use of facts, rules and principles |•development of opinions, judgments or decisions |
| | |
|A list of examples at this level include the following: apply |A list of examples at this level include the following: judge the|
|concepts and principles to new situations, apply laws and |logical consistency of written material, judge the adequacy with |
|theories to practical situations, solve mathematical problems, |which conclusions are supported by data, judge the value of a |
|construct graphs and charts, demonstrate the correct usage of a |work (art, music, writing) by the use of internal criteria, judge|
|method or procedure, describe the significance of an event. |the value of a work (art, music, writing) by use of external |
| |standards of excellence, describe the importance of something, |
| |determine the priority of something, make a decision, take a |
| |position on an issue and defend your arguments. |
From Bloom, et al., 1956
Blooms Taxonomy Verbs
|Knowledge |Comprehension |Application |Analysis |Synthesis |Evaluation |
|Arrange |Choose |Apply |Analyze |Arrange |Appraise |
|Define |Cite examples of |Choose |Appraise |Assemble |Argue |
|Duplicate |Classify |Demonstrate |Calculate |Collect |Assess |
|Identify |Demonstrate use of |Dramatize |Categorize |Compose |Choose |
|Label |Describe |Employ |Compare |Construct |Compare |
|List |Determine |Generalize |Conclude |Create |Critique |
|Name |Differentiate |Illustrate |Contrast |Design |Defend |
|Order |Discriminate |Initiate |Correlate |Devise |Estimate |
|Recall |Discuss |Interpret |Criticize |Develop |Evaluate |
|Recognize |Explain |Measure |Deduce |Formulate |Judge |
|Record |Express |Operate |Debate |Manage |Predict |
|Relate |Give in own words |Practice |Detect |Modify |Rate |
|Repeat |Identify |Relate |Determine |Organize |Revise |
|Reproduce |Indicate |Schedule |Develop |Plan |Score |
|State |Interpret |Sketch |Diagram |Prepare |Select |
|Underline |Locate |Solve |Diagnose |Produce |Support |
| |Pick |Use |Differentiate |Propose |Validate |
| |Practice |Utilize |Distinguish |Predict |Value |
| |Recognize |Write |Draw conclusions |Reconstruct |Test |
| |Report | |Estimate |Set-up | |
| |Restate | |Evaluate |Synthesize | |
| |Review | |Examine |Systematize | |
| |Recognize | |Experiment |Write | |
| |Respond | |Formulate | | |
| |Select | |Identify | | |
| |Tell main ideas | |Infer | | |
| |Translate | |Inspect | | |
| |Simulate | |Inventory | | |
| |Summarize | |Predict | | |
| |Trace | |Question | |2/08 |
| | | |Relate | | |
| | | |Solve | | |
| | | |Summarize | | |
| | | |Test | | |
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