Cognitive Domain

Cognitive Domain - This domain includes content knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts and concepts that serve developing intellectual abilities and skills. There are six major categories, starting from the simplest behavior (recalling facts) to the most complex (Evaluation). The University of Washington's Geography Department website Major Categories in the Taxonomy of Educational Objectives has a detailed explanation of Bloom's Six Levels of Cognitive Development Major Categories in the Taxonomy of Educational Objectives (Bloom 1956)
According to various researchers there are six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, evaluation. In the chart below, note the hierarchical arrangement, which means that higher levels subsume ability in lower levels. The higher the level, the presumably more complex mental operation is required. Higher levels are not necessarily more desirable than lower levels, because one cannot achieve the higher levels without an ability to use the lower levels. As one moves up into higher levels, however, the more applicable the skills are to those needed in daily life.

Action Verbs Describing Learning Outcomes Level Evaluation Description Requires the formation of judgments and decisions about the value of methods, ideas, people, products. Must be able to state the bases for judgments (e.g., external criteria or principles used to reach conclusions.) Sample question: Evaluate the quality or worth of a value as applied to pharmacy. Requires production of something unique or original. At this level, one is expected to solve unfamiliar problems in unique way, or combine parts to form a unique or novel solution. Sample question: Integrate data from several sources (e.g., various readings and observations at the service site). Identification of logical errors (e.g., point out contradictions, erroneous inference) or differentiate among facts, opinions, assumptions, hypotheses, conclusions. One is expected to draw relations among ideas and to compare and contrast. Sample question: Deduce a clients beliefs regarding preventive health actions. Use previously acquired information in a setting other than the one in which it was learned. Because problems at this Appraise Compare Contrast Criticize Defend Judge Justify Support Validate

Synthesis

Categorize Compile Compose Create Design

Devise Formulate Predict Produce

Analysis

Break down Deduce Diagram Differentiate Distinguish Illustrate

Infer Outline Point out Relate Separate Subdivide

out

Application

Change Compute Demonstrate

Organize Prepare Relate

level are presented in a different and applied way, one cannot rely on content or context to solve the problem. Sample question: Organize your observations at a site to demonstrate a particular value. Some degree of understanding is required in order to change the form of communication, translate, restate what has been read or heard, see connections or relationships among parts of a communication (interpretation), draw conclusions, see consequences from information (inference). Sample Question: Explain pharmaceutical care. Remember or recall information such as facts, terminology, problem-solving strategies, rules

Develop Modify Operate

Solve Transfer Use

Comprehension

Convert Defend Discriminate Distinguish Estimate Explain

Extend Generalize Infer Paraphrase Predict Summarize

Knowledge

Define Name Describe Outline Identify Recall Label Recite Sample question: Define List Select pharmaceutical care. Match State Borich, G.D. (1996). Effective teaching methods, 3rd Ed. Englewood cliffs, NJ: Merrill.

Categories in the Cognitive Domain: (with Outcome-Illustrating Verbs) 1. Knowledge remembering of previously learned material; of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures): Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information. o defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;. 2. Comprehension: Grasping (understanding) the meaning of informational materials. o classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands. 3. Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers. o acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes. 4. Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations. o analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides. 5. Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole. o adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs;develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises;

structures; substitutes; validates. 6. Evaluation (On same level as synthesis?): Judging the value of material based on personal values/opinions,resulting in an end product, with a given purpose, without real right or wrong answers. o appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.

Other Domains for Educational Objectives:

Affective Domain (emphasizing feeling and emotion) Psychomotor Domain (concerned with motor skills)

Internet Resources:

Learning Domains or Bloom's Taxonomy: The Three Types of Learning[www.nwlink.com/~donclark/hrd/bloom.html] Bloom's Taxonomy [www.corrosiondoctors.org/Training/Bloom.htm] "Following the 1948 Convention of the American Psychological Association, B.S. Bloom took a lead in formulating a classification of "the goals of the educational process". Three "domains" of educational activities were identified...."

Blooms Taxonomy [www.learningandteaching.info/learning/bloomtax. htm] Bloom's Taxonomy: Useful verbs and potential activities[www.teachers.ash.org.au/researchskills/dalton.htm] Bloom's

Taxonomy [www.coun.uvic.ca/learn/program/hndouts/bloom. html] Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions..."
Skills for each of the six levels of Bloom's Taxonomy [Counselling Services - University of Victoria]

bloom's taxonomy - learning domains[http://www.businessballs.com/bloomstaxonomyoflea rningdomains.htm] [design and evaluation toolkit for training and learning] Examples of Behavioral Verbs and Student Activities -Definitions of Behavioral Verbs -- Writing Behavioral Objectives[www.adprima.com/examples.htm][by Dr. Bob Kizlik. [Updated August 18, 2011] www.edselect.com/blooms.htm MCQs and Bloom's Taxonomy [Cape Town, SA: UCT's page on Designing and Managing Multiple Choice Questions; www.uct.ac.za/projects/cbe/mcqman/mcqappc.html] Explorations in Learning & Instruction: The Theory Into Practice Database (Taxonomy) [http://www.instructionaldesign.org/concepts/tax onomies.html] o See also: www.InnovativeLearning.com Blooms Taxonomy: Bloomin Peacock
Bloom's "taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. It is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). Bloom labels each category with a gerund." (usage of a verb as a noun)

Bloom's Taxonomy Blooms Digitally, 2008; By Andrew Churches Internet Resources for Higher Education Outcomes Assessment[http://www2.acs.ncsu.edu/UPA/assmt/resource.h tm]

Bloom's Taxonomy: Old & New Versions Richard C. Overbaugh Lynn Schultz, Old Dominion Universityv[www.odu.edu/educ/roverbau/Bloom/blooms_taxo nomy.htm] www.teachers.ash.org.au/researchskills/dalton.htm [Re.: Dalton, J. & Smith, D. (1986) Extending Childrens Special Abilities Strategies for primary classrooms pp36-7] Bloom's Taxonomy of Cognitive Domain Wikipedia [http://en.wikipedia.org/wiki/Bloom's_Taxonomy]

Literature:
Anderson, Lorin W. & Lauren A. Sosniak, eds., Bloom's Taxonomy: A Forty-Year Retrospective. Chicago, Ill. : NSSE : Distributed by the University of Chicago Press, 1994.
Reflections on the development and use of the taxonomy / Benjamin S. Bloom Excerpts from the "Taxonomy of educational objectives ... handbook 1: Cognitive domain" / Benjamin S. Bloom et al. Bloom's taxonomy / Edward J. Furst Psychological perspectives /William D. Rohwer, Jr. and Kathryn Sloane Empirical investigations of the hierarchical structure of the taxonomy / Amelia E. Kreitzer and George F. Madaus The impact of the taxonomy on testing and evaluation / Peter Airasian The taxonomy, curriculum, and their relations / Lauren A. Sosniak Research on teaching and teacher education / Lorin W. Anderson The taxonomy of educational objectives in continental Europe, the Mediterranean, and the Middle East / Arieh Lewy and Zoltan Bathory The taxonomy in the Republic of Korea / Bom Mo Chung Validity vs. utility / T. Neville Postlethwaite Reflections on the taxonomy / David R. Krathwohl.

Anderson, L. & Krathwohl, D. A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational

Objectives. New York: Longman, 2001. Extensive Online Bloom Bibliography [www2.liu.edu/cwis/cwp/library/edpeople.htm#BBloom ] Bloom Benjamin S. and David R. Krathwohl. Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York, Longmans, Green, 1956. Bloom, Robert S., Stating Educational Objectives in Behavioral Terms, Nursing Forum 14(1), 1975, 31-42. John DiMarco, Examining Bloom's Taxonomy and Peschls Modes of Knowing for Classification of Learning Objects on the PBS.org/teachersource Website [www.ebsi.umontreal.ca/isko2008/documents/abstracts/Di Marco.pdf] Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. [projects.coe.uga.edu/epltt] Garavalia, L., Hummel, J., Wiley, L., & Huitt, W. (1999). Constructing the course syllabus: Faculty and student perceptions of important syllabus components. Journal of Excellence in College Teaching, 10(1), 522.teach.valdosta.edu/whuitt/papers/cons_course_syll.doc Gronlund, Norman E., Stating Behavioral Objectives for Classroom Instruction. New York: Macmillan, 1970. Harrow, A., A Taxonomy of the Psychomotor Domain. A guide for Developing Behavioral Objectives. New York: McKay, 1972. Huitt, W. (2009). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24, 3344. chrion.valdosta.edu/whuitt//papers/prbsmbti.html

Jonassen, D., W. Hannum, and M. Tessmer, "Bloom's Taxonomy of Educational Objectives." Chapt. 12 of Handbook of Task Analysis Procedures. New York: Praeger 1989. Krathwohl, David R., Benjamin S. Bloom, and Bertram B. Masia, Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc., 1964. Krumme, G., "A Learning Matrix" (for Economic Geography) "How to write learning outcomes", by Alan Jenkins (Oxford Brookes University) & Dave Unwin (Birkbeck College London)

"Learning outcomes are statements of what is expected that a student will be able to DO as a result of a learning activity. For this new version of the Core Curriculum the activity will be following your materials on WWW or listening to a lecture based on them, but it could also be a laboratory class, even an entire study programme."

Orwin, Clifford; Forbes, H. D. The Openness That Closes: Allan Bloom and the Contemporary University. Interchange; v22 n1-2 p115-25 1991 PASSIG, David, A Taxonomy of Future Higher Thinking Skills, INFORMATICA, 2(1), 2003, [Abstract & References] Winegarden, Babbi J., Writing Instructional Objectives Starting Point: Teaching Entry Level Geoscience: Domains of Learning More Links:

"The Differentiator [www.byrdseed.com/differentiator/] Learning-Theories.com o Behaviorism o Cognitivism education.calumet.purdue.edu/vockell/edPsybook/Edpsy3/edpsy3_b loom.htm [Bloom's Taxonomy of Educational Objectives] The New Bloom's Taxonomy, Objectives, and Assessments Prepared by Elizabeth Dalton; Dec 3, 2003 [gaeacoop.org/dalton/publications/new_bloom.pdf] www.edpsycinteractive.org/topics/cogsys/bloom.html or here!

teaching.uncc.edu/files/file/GoalsAndObjectives/BloomWritingObjec tives.pdf Writing Objectives Using Blooms Taxonomy http://tammy-andrew.suite101.com/how-to-write-learningobjectives-a127058 How to Write Learning Objectives Using Bloom's Taxonomy to Determine Wording for Educational Outcomes (2009) Beyond Bloom [www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm] www.mindtools.com/pages/article/newISS_86.htm Bloom's Cards as learning tool Domains of Learning [serc.carleton.edu/introgeo/assessment/domains.html] Bloom's Taxonomy in Developing Assessment Items by Draga Vidakovic, Jean Bevis, and Margo Alexander Journal of Online Mathematics and its Applications Teacher Tap: Professional Development Resources Creating Flexible Learning Environments Virtual Field Trip SERC Catalog, Carleton Mirror of earlier version of this Web site (2001) Mirror of earlier version of this Web site (2005)

LEVEL

DEFINITION Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.

SAMPLE VERBS

SAMPLE BEHAVIORS

KNOWLEDGE

Write List Label Name State Define

The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.

Student translates, comprehends, or COMPREHENSION interprets information based on prior learning. APPLICATION Student selects, trans-

Explain Summarize Paraphrase Describe Illustrate Use Compute

The student will explain the purpose of Bloom's taxonomy of the cognitive domain. The student will write an

fers, and uses data and principles to complete a problem or task with a minimum of direction. Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question. Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her. Student appraises, assesses, or critiques on a basis of specific standards and criteria.

Solve Demonstrate Apply Construct

instructional objective for each level of Bloom's taxonomy.

ANALYSIS

Analyze Categorize Compare Contrast Separate

The student will compare and contrast the cognitive and affective domains.

SYNTHESIS

Create Design Hypothesize Invent Develop

The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains. The student will judge the effectiveness of writing objectives using Bloom's taxonomy.

EVALUATION

Judge Recommend Critique Justify

Anderson and Krathwohl (2001) revised Bloom's taxonomy to fit the more outcome-focused modern education objectives, including switching the names of the levels from nouns to active verbs, and reversing the order of the highest two levels (see Krathwohl, 2002 for an overview). The lowest-order level (Knowledge) became Remembering, in which the student is asked to recall or remember information. Comprehension, became Understanding, in which the student would explain or describe concepts. Application became Applying, or using the information in some new way, such as choosing, writing, or

interpreting. Analysis was revised to become Analyzing, requiring the student to differentiate between different components or relationships, demonstrating the ability to compare and contrast. These four levels remain the same as Bloom et al.s (1956) original hierarchy. In general, research over the last 40 years has confirmed these levels as a hierarchy (Anderson & Krathwohl). In addition to revising the taxonomy, Anderson and Krathwohl added a conceptualization of knowledge dimensions within which these processing levels are used (factual, conceptual, procedural, and metacognition).

Blooms Taxonomy of the Cognitive Domain

Blooms Taxonomy is an incredibly useful set of categories for ranking complexity of thought of test questions, blocks of instruction, mission tasks, and other things. Forget that CrawlWalk-Run nonsense, use this instead! This is information I assembled from various sources. Garra Critical thinking theory finds its roots primarily in the works of Benjamin Bloom as he classified learning behaviors in the cognitive domain. Bloom (1956) developed a taxonomy of learning objectives for teachers which he clarified and expounded upon over the course of approximately two decades. His ideas continue to be widely accepted and taught in teacher education programs throughout the United States. Bloom classifies learning behaviors according to six levels ranging from Knowledge, which focuses upon recitation of facts, to Evaluation, which requires complex valuing and weighing of information. Each level relates to a higher level of cognitive ability. Bloom's Taxonomy of Learning Objectives

Knowledge

Focuses upon the remembering and reciting of information. Behavioral verbs often linked with this level are: identify, list, label, name, recall, define, locate, recognize, match, and reproduce. Example: The student will list the six levels of Blooms Taxonomy of Learning Objectives in ascending order.

Comprehension

Focuses upon relating and organizing previously learned information. Behavioral verbs often linked with this level are: explain, relate, generalize, predict, summarize, paraphrase, restate, convert, and demonstrate.

Example: The student will explain Blooms Taxonomy of Learning Objectives in his or her own words. Application Focuses upon applying information according to a rule or principle in a specific situation. Behavioral verbs often linked with this level are: Solve, choose, interpret, make, put together, change, apply, produce, translate, and construct. Example: The student will construct six learning objectives, one from each level of Blooms Taxonomy of Learning Objectives. Analysis Critical thinking which focuses upon parts and their functionality in the whole. Behavioral verbs often linked with this level are: Analyze, compare, categorize, take apart, differentiate, examine, subdivide, distinguish and contrast. Example: The student will distinguish which level of Blooms Taxonomy of Learning Objectives is implied in a list of ten learning objectives and Synthesis Critical thinking which focuses upon putting parts together to form a new and original whole. Behavioral verbs often linked with this level are: Invent, create, combine, hypothesize, plan, originate, add to, imagine, and forecast. Example: The student will create a lesson plan in which Blooms Taxonomy of Learning Objectives are taught. Evaluation Critical thinking which focuses upon valuing and making judgements based upon information. Behavioral verbs often linked with this level are: Assess, recommend, critique, evaluate, criticize, weigh, and value. Example: The student will critique a classroom teacher's questioning behavior for critical thinking elements.