Learning Objectives

Cognitive Domain
Blooms Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Recall
Associated thinking skills

Bloom’s categorization Associated thinking skills

Knowledge acquisition Memorization

Comprehension Question, discuss, explanation,

Abstraction and transfer
Application Doing a task

Analysis Categorizing, characterization,

comparison, contrast
Synthesis Collating, creating

Evaluation Relevancy, ordering, prioritizing,

judgment
Recall
▪ Any question becomes a recall
question if the answer has already
been explicitly provided to the
student in class or in the text.
Recall
▪ Specific facts
▪ Terminology
▪ Concepts of science
▪ Conventions
▪ Trends and sequences
▪ Classifications, categories, criteria
▪ Techniques and procedures
▪ Scientific principles and laws
▪ Theories or conceptual schemes
Recall
▪ Cite ▪ Relate
▪ Count ▪ Repeat
▪ Define ▪ Underline
▪ Draw ▪ Describe,
▪ List ▪ Label,
▪ Name ▪ Identify,
▪ Record ▪ State,
▪ Notes, ▪ Locate,
▪ Chooses, ▪ Outline,
Recall
▪ When did ………….take place?
▪ List the …………...
▪ Define the term …………….
▪ What is a …………….?
▪ Who did ……………?
▪ Name…………….
Comprehension
▪ Demonstrating an understanding of
meanings.
▪ A thinking process in which a
message is changing form.
Comprehension
▪ Translate a concept
▪ Give an interpretation of the meaning
of a concept
▪ Give an extrapolation of a concept
Comprehension
▪ Rewrite, ▪ Defends,
▪ Paraphrase, ▪ Explains,
▪ Convert, ▪ Expands,
▪ Explain, ▪ Exemplifies,
▪ Give examples, ▪ Concludes,
▪ Summarize, ▪ Rewrites,
▪ Distinguish, ▪ Summarizes,
▪ Predict, ▪ Translates,
▪ Reverses, ▪ Supplements.
Application
▪ Using learned information in new (to the
learner) and relevant problems or
situations.
▪ The ability to implement rules, principles,
information, assumptions, theories, or
other abstractions for new and real
situations.
▪ Student must know which principle or
generalization to use in each situation.
Application
▪ Apply ▪ Operate
▪ Calculate ▪ Practice
▪ Demonstrate ▪ Schedule
▪ Employ ▪ Sketch
▪ Examine ▪ Solve
▪ Illustrate ▪ Use
▪ Interpret ▪ Discover,
▪ Produces, ▪ Show,
▪ Relates to, ▪ Improves,
Analysis
▪ Breaking down information into component
parts so that its structure can be
understood.
▪ A thorough study to comprehend the
structure of the learned content, its formal
and logic way of organization, in order to
detect the elements, outlooks, and
methods this content is based upon.
Analysis
▪ Analysis of Elements
▪ Analysis of Relationships
▪ Analysis of Organizational Principles
Analysis
▪ Analyze ▪ Differentiate
▪ Appraise ▪ Examine
▪ Contrast ▪ Inventory
▪ Debate ▪ Question
▪ Diagram ▪ Test
Synthesis
▪ Combining component parts to create
a new or different pattern or structure.
▪ Establishing a whole new creation by
combination of ideas from different
sources, in a way that formats and
molds will be created, and will stand
at the basis of the new creation.
Synthesis
▪ The student can:
▪ Formulate a hypothesis
▪ Select or design suitable tests of ideas
▪ Formulate generalizations based on
observations
▪ Formulate (or revise) a theoretical model
to accommodate knowledge
Synthesis
▪ Arrange ▪ Formulate
▪ Assemble ▪ Integrate
▪ Collect ▪ Manage
▪ Compose ▪ Organize
▪ Construct ▪ Plan
▪ Create ▪ Prescribe
▪ Design ▪ Propose
Evaluation
▪ Judging the value of information or
material based on specific criteria.
▪ Judging the values in the ideas
through use of standards of
estimations, that will determine the
accuracy level, purposefulness and
practicality of the details.
Evaluation
▪ The student can:
▪ Evaluate a hypothesis, in the light of
data obtained
▪ Evaluate the validity of a test
▪ Judge the value of an invention
according to specified criteria
Evaluation
▪ Appraise ▪ Evaluate
▪ Assess ▪ Judge
▪ Choose ▪ Measure
▪ Compare ▪ Rank
▪ Criticize ▪ Rate
▪ Estimate ▪ Revise
▪ Select ▪ Score
Higher Mental Skills

▪ The three highest levels in Bloom’s

taxonomy are thinking skills of a higher
order.
Any Question ?