Tabel 2.

1 Relationship of Global, Educational, and Instructional Objectives

LEVEL OF OBJECTIVE
GLOBAL EDUCATIONAL INSTRUCTIONAL
SCOPE Broad Moderate Narrow
TIME NEEDED TO LEARN One or more years Weeks or months Hours or days
(Often many)

PURPOSE OR FUNCTION Provide vision Design curriculum Prepare lesson plans

EXAMPLE OF USE Plan a multiyear Plan units of Plan daily activities,
Curroculum (e.g, ele- Instruction Experiences, and
mentary reading) exercises

Require weeks or months to learn. Our framework is designed to

facilitate working with educational objectives.
3.1 THE TAXONOMY TABLE

THE COGNITEVE PROCESS DIMENSION

THE 1. 2. 3. 4. 5. 6.
KNOWLEDGE REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE
DIMENSION
A.
FACTUAL
KNOWLEDGE

B.
CONCEPTUAL
KNOWLEDGE

C.
PROCEDURAL
KNOWLEDGE

D.
META-
COGNITIVE
KNOWLEDGE
3.2 THE MAJOR TYPES AND SUBTYPES OF THE
KNOWLEDGE DIMENSION*

MAJOR TYPES AND SUBTYPES EXAMPLES

A. FACTUAL KNOWLEDGE --- The basic elements students must know to be acquainted
With a dicipline or solye peoblems in it

AA. Knowlegde of terminology Technical vocabulary, musical symbols

AB. Knowlegde of specific details and Major natural resources, reliable sources of
Elements Information

B. CONCEPTUAL KNOWLEDGE ---- The interrelationships among the basic elemnts with
In a larger sturture that enable them to function
Together.

B A. Knowlegde of classicafications and Periods of feological time, forms of business

Categories Ownership
B B. Knowlegde of principles and Pythagorean theorem, law of supply and
Generalizations demand
B C. Knowledge of theories, models, and Theory of evolution, structure of Congress
Structures

C. PROCEDURAL KNOLEGDE --- How to do somethings, methods of aqury and criteria

For using skills algonthims, techniques, and methods.

C A. Knowlegde of subject-specific skill and
Algorithms
C B. Knowledge of subject-specific
techniques and methods
C C. Knowledge of criteria for determining
When to use appropriate procedures
Skill used in painting with watercolors, whole-
Number division algorithm
Interviewing techniques, scientific method
Criteria used to determine when to apply a
procedure involving Newton’s second law,
criteria used to judge the feasibility of using a
particular method to estimate business costs

D. METACOGNITIVE KNOWLEDGE ----- Knowledge of cognition in general as well as

Awareness and knowledge of one’s own
Cognition

DA. Strategic knowledge Knowledge of outlining as a means of capturing

the structure of a unit of subject matter in a
textbook, knowledge of the use of heuristics
DB. Knowledge about cognitive tasks, Knowledge of the types of tests particular
including appropriate contextual and teachers administer, knowledge of the cognitive
conditional knowledge demands of different tasks
DC. Self-knowledge Knoelwdge that critiquing essays is a personal
strength, whereas writing essays is a personal
weakness; awareness of one’s own knowledge
level
3.3 THE SIX CATEFORIES OF THE COGNITEVE PROCESS DIMENSION AND
RELATED COGNITIVE PROCESSES*

PROCESS COGNITIVE PROCESSES

CATEGORIES AND EXAMPLES

1. Remember --- Retrive relenat knowledge from long-term memory

1.1 RECOGNIZING (e.g. Recognize the datcs of important events in U.S. history)

1.2. RECALLING (e.g. Tecall the datcs of important events in U. S. History)

2. UNDERSTAND --- Contruct meaning from instructional messagcs, including oral, written,
and graphic communication
2.1 INTERPRETING (e.g. Paraphrasc importand speeches and documents)

2.2 EXEMPLYFYING (e.g. Give examples of various artistic painting styles)

2.3 CLASSIFYING (e.g. Classify observed or deseribed cases of mental disorder)

2.4 SUMMARIZING (e.g. Write a short summary of the events portrayed on videotapes)

2.5 INFERRING (e.g. In learning a foreign language, infer grammatical principles

from examples)

2.6 COMPARING (e.g. Compare historical events to contemporary situations)

2.7 EXPLAINING (e.g. Ecplain the causes of important eighteenth-century events in

France)

3. APPLY ---- Carry out use a procedure in a given situation

3.1 EXECUTING (e.g. Divide one whole number by another whole number, both with
multiple digits)

3.2 IMPLEMENTING (e.g. Determine in which situations Newton’s second law is

appropriate)

4. ANALYZE ---- Break material into constituent part and determine how parts relate to one
Another and to an over all structure or purpose.
4.1 DIFFERENTIATING (e.g. Distinguish between relevant and irrelevant numbers in a
mathematical word problem)

4.2 ORGANIZING (e.g. . Structure evidence in a historical description into ecidence for
and against a particular hostorical explanation)

4.3 ATRIBUTING (e.g. Determine the point of view of the author of an essay in term of
his or her political perspective)

5. EVALUATE --- Make judgment based on criteria and standards

5.1 CHECKING (e.g. Determine whether a scientist’s conclusions follow from
observed data)

5.2 CRITIQUING (e.g. Judge which of two methods is the best way to solve a given
problem)

6. CREATE ---- Put elements together to from a coherent or funcional whole reorganizer element
into a new pattern or structure.
6.1 GENERATING (e.g. Generate hypotheses to acount for an observed phenomonon)

6.2 PLANNING (e.g. Plan a research paper or a given historical topic)

6.3 PRODUCING (e.g. Build habitats for certain species for certain purposes)
4.1 THE KNOWLEDGE DIMENSION

MAJOR TYPES AND SUBTYPES

A. FACTUAL KNOWLEDGE – The nasic elements students must know to be acquainted whith a
Discipline or olveproblem in it.
AA. Knowledge of terminology Technical vocabulary, musical symbols

AB. Knowledge of specific details and Major natural resource, reliable sources iformation
elements

B. CONCEPTUAL KNOWLEDGE – The interrelationship among the basic elements within a

Larher instructure that enable them to function together
BA. Knowledge of classificatins and Periods of geological time, forms of business
categories. ownership

BB. Knolegde of principles and Pythagorean theorem, law of supply and demand
negeralizations.

BC. Knowledge of theories, models and Theory of evolution, structure of Congress

structures

C. PROCEDURAL KNOWLEDGE – How to do domething method of inguiry and criteria for

Using skills algorithms feechiques and methods.
CA. Knowledge of subject specific skill and Skill used in painting with watercolors, whole
algorithms number division algorithm

CB. Knoledge of subject specific techniques Interviewing techniques, scientific method

and methods

CC. Knowledge of criteria for determining Vriteria used to determine when to apply a procedure
when to use appropriate procedures involving Newton’s second lawa, criteria used tu\o
judge the feasibility of using a particular method to
estimete business costs

D. METACOGNITIVE KNOWLEDGE – Knowledge of cognition in general as well as awareness

and knowledge of one’s own cognition.
DA. Strategic knoledge Knowledge of outlining as a means of capturing the
structure a unit of subject matter in a textbook,
knowledge of the use of heuristics.

DB. Knowledge about cognitive tasks, Knowledge of thetypes of test particular teachers
including appropriate contextual and administer, knowledge of thecognitive demands of
conditional knoledge different tasks

DC. Self-knowledge Knowledge that critiquing essays is a personal

stregth, whereas writing essays is a personal
wealness; awareness of one’s own knowledge level
5.1 THE COGNITIVE PROCESS DIMENSION

CATEGORIES & ALTERNATIVE

COGNITIVE PROCESSES NAMES DEFINITIONS AND EXAMPLES

1. REMEMBER --- Retrieve relevant knowledge from long-term memory

1.1 RECOGNIZING Identifying Locating knowledge in long-term memory that is
consistens with presented material (e.g. Recognize
the dates of important events in U.S. history)

1.2 RECALLING Retrieving Retrieving relevant knowledge from long-term

memory (e.g. Recall the dates of important events in
U.S. history)

2. UNDERSTAND --- Construct meaning from instructional messages, including oral, written,
And graphic communication
2.1 INTERPRETING Clarifying, Changing from one from of representation (e.g.
paperphrasing, numerial) to another (e.g. verbal) (e.g. Paraphrase
representing, important speeches and documents)
translating

2.2 EXEMPLIFYING Illustrating, Finding a specific example or illustration of a concept

instantiating or principle (e.g. Give examples of various artistic
painting styles)

2.3 CLASSIFYING Categorizing, Determining that something belongs to a category

subsuming (e.g. concept or principle) (e.g. Classify observed or
described cases of mental disorders)

2.4 SUMMARIZING Abstracting, Abstracting a logical conclusion from presented

generalizing information (e.g. In learning a foregn language, infer
grammatical prinsciples from examples)

2.5 INFERRING Concluding, Drawing a logical conclusion from presented

extrapolating, information (e.g. In learning a foreign language, infer
interpolating, grammatical principles from examples)
predicting

2.6 COMPARING Contrasting, Detecting correspondences between ideas, objects,

mapping, and the like (e.g. Compare historical events to
matching comtemporary situations)

2.7. EXPLAINING Constructing Contructing a couse-and-effect model of a system

models (e.g. Explain the causes of important 18th-century
events in france)

3. APPLY--- Carry out or use a procedure in a given situation

3.1 EXECUTING Carrying out Applying a procedure to a familiar task (e.g. Divide
one whole number by anothe whole number, both
with multiple digits)

3.2 IMPLEMENTING Using Applying a procedure to an unfamiliar task (e.g. Use

Newton’s Second Law in situations in which it is
appropriate)
5.1 THE COGNITIVE PROCESS DIMENSION

CATEGORIES & ALTERNATIVE

COGNITIVE PROCESSES NAMES DEFINITIONS AND EXAMPLES

4. ANALYZE --- Break material infoits constituent parts and determine how the parts relate,
to one another and to an overall structure or purpose
4.1 DIFFERENTIATING Discriminating, Distinguishing relevant from irrelevant parts or
distinguishing, important from unimportant part of presented
focusing, materiak (e.g. Distinguish between relebant and
selecting irrelevant numbers in a mathematical word problrm)

4.2. ORGANIZING Finding Determining how element fit or funcion within a

coherence, structure (e.g. Structure evidence in a historical
intergrating, description into evidence for and against a particular
outlining, parsing, historical explanation)
struturing

4.3 ATTRIBUTING Decontructing Detecting inconsistencies between a product and

external criteria, determining whether a product has
external consistency; deticting the effectiveness of a
procedure for a given problem (e.g. judge which of
two methods is the best way to solve a given
problem)

5. EVALUATE --- Make judgements based on criteria and standards

5.1 CHECKING Coordinating, Deticting inconsistencies or fallacies within a process
detecting, or product; determining whether a process or product
monitoring, has internal consistency; detecting the effectiveness
testing of a procedure as it being implemented (e.g.
Determine if a scientis’s conclusions follow from
observed data)

5.2 CRITIQUING Judging Detecting inconsistencies between a product and

expernal criteria, determining whether a product has
external consistency; deticting the appropriateness of
a prosedure for a given problem (e.g. Judge which of
two methods is the best way to solve a given
problem)

6. CREATE -- Put elements together to from s coherent or funtional whole; reorganize elements
into a new pattern or structure
6.1 GENERATING Hypothesizing Coming up with alternative hypotheses based on
criteria (e.g. Generate hypotheses to account for an
observed phenomenon)

6.2 PLANNING Designing Devising a procedure for accomplishing some task

(e.g. Plan a research paper on a given historical topic)

6.3 PRODUCING Constructing Inventing a product (e.g. Build habitats form a

specific purpose)
FIGURE A.1 Summary of the Structural Changes from the Original Framework to
The Revision

Separate Knowledge
dimension dimension

Noun aspect

Knowledge Remember
Verb aspect

Comprehension Understand

Application Apply
Coqnitive
Process
Analysis Analyze

Synthesis Evaluate

Evaluation Create