4.

1 THE KNOWLEDGE DIMENSION

MAJOR T+PES AND SUBTYPES EXAMPLES
A. FACTUAL KNowLENB---mebasic&tmb with a
or solve in it

AA, Knowledge of ærminology Technical vocabulary, music symbols

AB. Knowledge of specific details and Major natural resources, reliable soures of
information

B. CONCEPTUAL. intarelaüonåips among within larger

structure that enable tl*m to function

BA. Knowledge of classifications and

Periods of geological time, forms of business
categories
ownership
BE. Knowledge of principles and
generalizations Pythagorean theorem, law of supply and demand
Bc. Knowledge of theories, models, and Theory of evolution, structure of Congress
structures

C. PRæEDURAL KNOWLXDOE---HOW' do something. of ir•quirv, and cr•iteria for

skills, algoriümms, using ard methoäs

CA. Knowledge of subject-specific skills and Skills used in painting with water colors,
algorithms
whole-number division algorithm
CB. Knowledge of subject-specific techniques Interviewing techniques, scientific method
and methods
Cc. Knowledge of criteria for determining Criteria used to determine when to apply a
when to use appropriate procedures procedure involving Newton's second law, criteria
used to judge of using a particular
method to estimate business costs

D, KNowuwz—Knowledge of coglidon in as well as awaretas and

krwwledge of oæ's own ognition

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

structure of a unit of subject matter in a text book,
knowledge of the use of heuristics Knowledge of the
DB. Knowledge about tasks, types of tests particular teachers administer,
including appropriate contextual and knowledge of the cognitive demands of different tasks
conditional knowledge Knowledge that critiquing essays is a personal
DC. Self-knowledge strength, whereas writing essays is a personal
weakness; awareness of one's own knowledge
level
5.1 THE COGNITIVE PROCESS DIMENSION
CATEGORIES
a COGNITIVE ALTERNATIVE
PROCESSES NAMES DEFINITIONS AND EXAMPLES
. RCMEMDZ+- Retrieve relevant ktowldge Erom long-term memory

.1 I-ocaäng knowledge in long-term memory that is consistent with

presetted material (e.g., Recoyü.e the dats of important evenb in
U.S. history)
Identifying
Retrieving relevant knowledge from long-term memory
(e.g., Recall the
of important evenb in U.S. history)
Retrieving
1 .2 ReaALLING
2, UNDERSTAND---C(XUtrUCt meaning from irstruclinnal message, ixluding oral, writtel, and
graphic communietion
2.1 INTERPRETING Clarifying,
paraphrasing, Changing from one forrn of reprsattation (e.g., numerical) to
repræctång, another (e.g., verbal) (e.g., Paraphrase important spæc.hes and
translaüng
EXEMPLIFYING Find.ing a sFcific example or illustration of a concept or prin-
Illustrating, insuntiating ciple (e.g., Give examplæ of various artistic painäng styles)
2.3 CLASSIFYING Categorizing, Determining that something cases of mental
subsuming belongs to a category
(e.g., Classify observed or
disorders)
2.4 SUMMARIZING Abstracting,
Abstracting a general theme or major point(s) (e.g. Write a
INFERRING Concluding,
short summary df the event portrayed on a
Drawing a logical conclusion from preented information
interpolating, (e.g., In leaming a foreign language, infe grammatical
predicting principles from exampls)
COMPARING Contrasting,
mapping.
correspondence two ideas, objects, and
matching the like (e.g., Compare historical evene to contemporary
EXPLAIN'Na Constructing
models
a. AppLY----Carry out or use a
3.1
Carrying out

Using
Constructing a cauæ-and-effect of a ex-
plain the cause of imprunt 18ü1 Century events in Frame)

in a given situation
Applying a to a familiar hsk (e.g., Divide one
whole number by another whole number, both with
multiple digie)
Applying a to an unfamiliar task (e.g., Use New-
ton's I..aw in situations in which it is appropriate)
S, 1 THE COGNITIVE PROCESS DIMENSION (CONTINUED)
CATEGORIES
e COGNITIVE ALTERNATIVE
PROCESSES NAMES DEFINITIONS AND EXAMPLES
4. ANALYZE—Break material into its constituetparts md determine how parts relate toone
another and an overall structure or purpose
4.1 DIFFERENTIATING Discriminating,
distinguishing, Distinguishing relevant from irrelevant parts or impor-
focusing, tant from unimportant parts of presented material (e.g.,
selecting Distinguish between relevant and irrelevant numbers in
a mathematical word problem)
ORGANIZING Finding
Determining how elements fit or function within a
coherence,
structure (e.g., Structure evidence in a historical
intergrating,
description into evidence for and against a particular
outlining,
parsing, historical explanation)
structuring
4.3 ATTRIBUTING Deconstrucång Detennine a point of view, bias, values, or intent under-
lying presented material (e.g., Determine the point of view
of the author of an essay in terms of his or her polidcal
perspective)

S. EVALUATE—Make judgmamts based on and standards

S. 1 CHECKING Detecting inconsistencies or fallacies within a process or
Coordinating,
detecting, product; determining whether a process or
monitoring, has
testing internal consistency; detecting the effectiveness of a pro-
cedure as it is being implemented (e.g., Determine if a
scientist's conclusions follow from observed data)
502 CRITIQUING Judging Detecting inconsistencies between a product and exter-
nal criteria, determining whether a product has exter-
nal consistency; detecting the appropriateness of a pro-
cedure for a given problem (e.g., Judge which of two
methods is the best way to solve a given problem)

6. CREATE—Put elements to#er to fonn a coherent or functional whole; reorganize elemene

into a new
or sb•ucture

6.1 GENERATINa
Hypothesizing Coming up with altemative hypotheses based on criteria (e.g.,
Generate hypotheses to account for an observed phenomenon)

Devising a procedure for accomplishing some task (e.g.,

6.2 PLANNING I>signing Plan a research paper on a given historical topic)
Inventing a product (e.g., Build habitats for a specific
6.3 PRODUCING Constructing purpose)