Revised Bloom's Taxonomy

Six Major Levels of Cognition

Instructional Objectives

(Demonstrated Skill Level)

Useful Verbs

1

Remember (Knowledge)

EMPHASIS: Recall

Can the student recall basic information?

Can your student recall, restate and/or relay information?

Remembering represents the lowest level of learning outcomes in the cognitive domain.

·    What is...?

·    Where is...?

·    How did _______ happen?

·    Why did...?

·    How would you show...?

·    Who were the main...?

·    Which one...?

·    How is...?

·    When did _______ happy?

·    Who was it that...?

·    How would you describe...?

·    Who spoke to...?

·    Which is true or false...?

Remember (recall/restate, relay) information:

·    knows specific facts, dates, events, places

·    knows major ideas

·    knows common terms

·    knows methods and procedures

·    knows basic principles

Exhibit memory of previously learned material by recalling facts, terms, basic concepts and answers.

·    I can select...

·    I can list the three...

·    I can name...

·    I can identify the characters in the story.

·    I can summarize...

·    I can label...

·    I can outline....

·    I can recall happened after...

·    I can record how many…

·    I can describe what is...

·    I can find the definition of…

·    I can describe what happened after…

·    I can recall…

·    I can explain...

·   associate

·   choose from a list (judgment not involved)

·   define (use simple definition from dictionary, index, reference material)

·   describe

·   duplicate

·   enumerate

·   fill in the blank (complete)

·   find

·   follow directions

·   identify

·   indicate

·   know

·   label

·   list

·   locate (on a map or in a document)

·   match

·   memorize

·   name

·   outline

·   read

·   recall

·   recognize

·   record

·   relate

·   remember

·   repeat

·   reproduce

·   respond

·   retell or tell

·   retrieve

·   select (judgment not involved)

·   show       

·   state or write

Revised Bloom's Taxonomy

Six Major Levels of Cognition

Instructional Objectives

(Demonstrated Skill Level)

Useful Verbs

2

Understand (Comprehension)

EMPHASIS: Grasp of meaning, intent, or relationship

Can the student explain ideas or concepts?

Can your students use strategies, concepts, principles, and theories when they encounter a new situation?

Understanding goes one-step beyond the simple remembering of material, and represents the lowest level of understanding.

·       What facts or ideas show...?

·       Which statements support...?

·       Can you explain what is happening...? What is meant...?

·       What can you say about...?

·       Which is the best answer...?

·       How would you summarize...?

·       What do you think could have happened next...?

·       Who do you think...?

·       Does everyone act in the way that …….. does?

Understand (Comprehension)

Grasp the meaning of information or material.

·    understand information

·    grasp meaning

·    translate knowledge into new context

·    interpret facts, compare, contrast

·    order, group, infer causes

·    predict consequences

Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving, descriptions, and stating main ideas.

·    Understands facts and principles

·    Interprets charts and graphs

·    Interprets verbal material

·    Translates verbal material to mathematical formulas

·    Estimates future consequences implied in data

·    Justifies methods and procedures

·       I can classify the type of...

·       I can compare...

·       I can contrast...

·       I can state or interpret in my own words...

·       I can paraphrase the meaning...

·       I can restate the main idea of...?

·       I can explain why…?

·       I can write in my own words?

·       I can explain how…?

·       I can write a brief outline...?

·       I can clarify…

·       I can illustrate…

·    classify

·    compare

·    contrast

·    convert

·    comprehend

·    define (in student’s own words)

·    demonstrate

·    describe

·    discuss

·    distinguish

·    estimate

·    explain

·    express (using other terms)

·    extend

·    find (as in math)

·    generalize

·    give examples

·    identify

·    infer

·    interpret (charts and graphs)

·    interpret (verbal material)

·    locate

·    measure

·    outline

·    paraphrase

·    predict

·    put in order

·    recognize

·    report

·    restate

·    rewrite

·    select

·    simplify

·    suggest

·    summarize

·    trace (on a map, chart)

·    translate (verbal material to mathematical formulas)

·    understand (facts and principles)

Specific to Math:

·    add (find the sum)

·    balance

·    calculate

·    compute (using a given formula)

·    divide (find the quotient)

·    factor

·    find square root (or raise to the power)

·    multiply (find the product)

·    perform operations on numbers

·    subtract (find the difference)

Revised Bloom's Taxonomy

Six Major Levels of Cognition

Instructional Objectives

(Demonstrated Skill Level)

Useful Verbs

3.

3.

Apply (Application)

EMPHASIS: Applying appropriate principles or generalizations

Can the student use strategies, concepts, principles and theories when they encounter a new way or new situation?

Can the student use the information in a new way?

Learning outcomes in this area require a higher level of understanding than in level two (Understand).

·       I can use given information to develop a set of instructions about…

·       I can make use of the facts to...

·       I can group by characteristics such as…

·       I can continue the story…

Apply (Application)

Ability to use learned material in new and concrete situations:

·    use information effectively

·    use methods, concepts, theories in new situations

·    solve problems using acquired skills or knowledge

Solve problems to new situations by applying acquired knowledge, facts, techniques, and rules in a different way.

·    Applies concepts and principles to new situations

·    Applies laws and theories to practical situations

·    Solves mathematical problems

·    Constructs charts and graphs

·    Demonstrates correct usage of a method or procedure

·       How would you use...?

·       What examples can you find to...?

·       How would you solve _____ using what you've learned...?

·       How would you organize _____ to show...?

·       How would you show your understanding of...?

·       What approach would you use to...?

·       How would you apply what you learned to develop...?

·       What other way would you plan to...?

·       What would result if...?

·       What elements would you choose to change...?

·       What facts would you select to show...?

·       What questions would you ask in an interview with...?

·       Do you know of another instance where…?

·       Which factors would you change if…?

·       What questions would you ask of…?

·         

·    apply

·    carry out

·    chart

·    choose

·    classify

·    collect information (supply correct equation or formula)

·    compile

·    complete

·    compute

·    construct

·    convert

·    demonstrate

·    determine (calculate)

·    derive

·    develop

·    differentiate between

·    discover

·    dramatize

·    draw

·    employ (use)

·    estimate

·    examine

·    execute (perform, carry out)

·    expand

·    express in discussion

·    find (implies investigation)

·    graph

·    illustrate (give examples not previously specified)

·    implement

·    interpret

·    investigate

·    keep records

·    locate information

·    make

·    manipulate

·    modify

·    operate

·    participate

·    perform (except in public or in math)

·    predict (from known factors)

·    prepare

·    present

·    produce

·    prove (in math)

·    relate

·    schedule

·    show

·    sketch,

·    solve (problems expressed in words)

·    trace (map out, outline, list in steps - development, history, process)

·    translate

·    use

·    write

Revised Bloom's Taxonomy

Six Major Levels of Cognition

Instructional Objectives

(Demonstrated Skill Level)

Useful Verbs

4.

DOK

2/3

Analyze (Analysis)

EMPHASIS: (1) Breaking into constituent parts and (2) detecting relationships of the parts and the way they are organized and (3) organizing material according to a coherent pattern

Can the student distinguish between the different parts?

Can the student break down information to explore understandings and relationships?

Learning outcomes require an understanding of both the content and the structural form of the material.

Break down a whole into component parts:

·    break learned information into its parts to best understand information

·    observe patterns

·    organization of parts

·    recognition of hidden meanings

·    identification of components

Examine and break information into parts by identifying motives or causes.  Make inferences and find evidence to support generalizations.

·    Recognizes unstated assumptions

·    Recognizes logical fallacies in reasoning

·    Distinguishes between facts and inferences

·    Evaluates the relevancy of data

·    Analyze the organizational structure of a work (art, music, writing, project, etc.)

·       What are the parts or features of...?

·       How is _____ related to...?

·       Why do you think...?

·       What is the theme...?

·       What motive is there...?

·       Can you list the parts...?

·       What inference can you make...?

·       What conclusions can you draw...?

·       How would you categorize...?

·       Can you identify the different parts...?

·       What evidence can you find...?

·       What is the relationship between...?

·       What is the function of...?

·       What ideas justify...?

·       Which events could not have happened?

·       If. ..happened, what might the ending have been?

·       How is...similar to...?

·       What do you see as other possible outcomes?

·       Can you explain what must have happened when...?

·       What are some or the problems of...?

·       Can you distinguish between...?

·       What were some of the motives behind..?

·       What was the turning point?

·       What was the problem with...?

·    analyze

·    appraise

·    attribute

·    break down

·    categorize

·    compare

·    contrast

·    criticize

·    debate

·    deconstruct

·    deduce

·    determine

·    diagram

·    differentiate (by analysis)

·    discriminate

·    distinguish

·    draw conclusions

·    examine

·    experiment

·    explain

·    form generalizations

·    identify

·    illustrate

·    infer

·    integrate

·    investigate

·    make inferences

·    organize

·    outline

·    point out

·    question

·    relate (show relationships)

·    select

·    separate

·    structure

·    test

Revised Bloom's Taxonomy

Six Major Levels of Cognition

Instructional Objectives

(Demonstrated Skill Level)

Useful Verbs

5

Evaluate (Evaluation)

EMPHASIS: Making qualitative and quantitative judgment, using criteria from internal and external sources and standards

Can the student create a new product or point of view?

Can the student make decisions based

on in-depth reflection, criticism and assessment?

Evaluation represents some of the highest levels of learning outcomes in the cognitive domain because they evaluation contains elements of all the previous categories, plus conscious value judgments based on clearly-defined criteria.

Make judgments about the merits of ideas, materials, or phenomena:

·    compare and discriminate between ideas

·    assess value of theories, presentations

·    make choices based on reasoned argument

·    verify value of evidence

·    recognize subjectivity

Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

·    Judges the logical consistency of written material

·    Judges the adequacy with which conclusions are supported by data

·    Judges the value of a work (art, music, writing, project, etc.) by use of internal criteria

·    Judges the value of a work (art, music, writing, project, etc.) by use of external standards of excellence

·       Do you agree with the actions...? with the outcome...?

·       What is your opinion of...?

·       How would you prove...? Disprove...?

·       Can you asses the value or importance of...?

·       Would it be better if...?

·       Why did they (the character) choose...?

·       What would you recommend...?

·       How would you rate the...?

·       What would you cite to defend the actions...?

·       How would you evaluate...?

·       How could you determine...?

·       What choice would you have made...?

·       What would you select...?

·       How would you prioritize...?

·       What judgment would you make about...?

·       Based on what you know, how would you explain...?

·       What information would you use to support the view...?

·       How would you justify...?

·       What data was used to make the conclusion...?

·       Why was it better that...?

·       How would you prioritize the facts...?

·       How would you compare the ideas...? People...?

·       Is there a better solution to...?

·       Judge the value of... What do you think about...?

·       Can you defend your position about...?

·       Do you think...is a good or bad thing?

·       How would you have handled...?

·       What changes to.. would you recommend?

·       Do you believe...? How would you feel if. ..?

·       How effective are. ..?

·       What are the consequences..?

·       What influence will....have on our lives?

·       What are the pros and cons of....?

·       Why is ....of value?

·       What are the alternatives?

·       Who will gain and who will loose? 

·    appraise

·    argue

·    assess

·    check

·    choose (based on evaluation)

·    compare

·    conclude

·    contrast

·    criticize

·    critique

·    debate

·    decide

·    defend

·    detect

·    discriminate

·    dispute

·    experiment

·    evaluate

·    hypothesis

·    judge

·    justify

·    make a decision

·    monitor

·    prioritize

·    rate

·    recommend

·    select

·    support

·    test

·    value

·    verify

·    weigh

Revised Bloom's Taxonomy

Six Major Levels of Cognition

Instructional Objectives

(Demonstrated Skill Level)

Useful Verbs

6

Create (Synthesis)

EMPHASIS: Putting together elements or parts to form a whole that reflects originality

Can the student create a new product or point of view?

Can the student generate new products, ideas or demonstrate new ways of viewing things?

Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns and structures.

Put parts together to form a new and integrated whole:

·    use old ideas to create new ones

·    generalizing from given facts

·    relate knowledge from several areas

·    predict, draw conclusions

Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

·    Writes a well-organized theme or gives a well-organized speech

·    Writes a creative short story (or poem, or music)

·    Proposes a plan for an experiment

·    Integrates learning from different areas into a plan for solving a problem

·    Formulates a new scheme for classifying objects (or events, or ideas)

·       Can you design a...to...?

·       Can you see a possible solution to...?

·       If you had access to all resources, how would you deal with...?

·       Why don't you devise your own way to...?

·       What would happen if ...?

·       How many ways can you...?

·       Can you create new and unusual uses for...?

·       Can you develop a proposal which would...?

·    assemble

·    categorize

·    combine

·    compile

·    compose

·    construct

·    create

·    design

·    develop

·    design

·    devise

·    formulate

·    generate

·    imagine

·    invent

·    make

·    modify

·    organize

·    perform (in public)

·    plan

·    predict

·    present (an original report or work)

·    produce

·    propose

·    rearrange

·    reconstruct

·    relate

·    reorganize

·    revise

·    rewrite

·    write (an original composition, report, etc.)

Concept

Big Idea

nutrition

You are what you eat

westward expansion

Hardship forged a nation

persuasive writing

Powerful media can influence beliefs and behaviors

fairness

    (mathematical)

Statistics can be manipulated to obscure the truth