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Bloom’s Taxonomy in Developing Objectives Bloom’s taxonomy provides a useful structure in which to ask questions and identify learning outcomes whether this is done at the course level or the program level. The following are verb examples that represent the three overlapping domains: cognitive, psychomotor, and affective. The taxonomy was revised by Anderson and Krathwohl in 2001 including the addition of create as the highest cognitive skill http://www.transitionmathproject.org/partners/wcp/doc/bloom.pdf ; http://www.learningandteaching.info/learning/bloomtax.htm . Cognitive Learning: Knowledge -- involves arrange, define, duplicate, label, list, memorize, name, order, recalling or remembering recognize, relate, recall, reproduce, tell, describe, identify, show, facts without necessarily collect, examine, tabulate, quote understanding them. Comprehension -- involves classify, describe, discuss, explain, express, interpret, contrast, predict, understanding learned associate, distinguish, estimate, differentiate, discuss, extend, translate, information. review, restate, locate, recognize, report Application – is the ability to apply, choose, demonstrate, dramatize, employ, illustrate, interpret, put ideas and concepts to operate, practice, schedule, sketch, solve, use, calculate, complete, work in solving problems. show, examine, modify, relate, change, experiment, discover Analysis – involves breaking analyze, appraise, calculate, categorize, compare, contrast, criticize, information into its differentiate, discriminate, distinguish, examine, experiment, question, components to see test, separate, order, connect, classify, arrange, divide, infer interrelationships and ideas. Synthesis – is the ability to arrange, assemble, collect, compose, construct, create, design, develop, use creativity to compose formulate, manage, organize, plan, prepare, propose, set up, rewrite, and design something integrate, create, design, generalize original. Evaluation – involves appraise, argue, assess, attach, defend, judge, predict, rate, support, judging the value of evaluate, recommend, convince, judge, conclude, compare, summarize information based on established criteria. Psychomotor Learning Bend, grasp, handle, operate, reach, relax, shorten, stretch, differentiate (by touch), express (facially), perform (skillfully) Affective Learning accept, attempt, challenge, defend, dispute, join, judge, praise, question, share, support Bloom B. S. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York: David McKay Co . Anderson, L.W., & Krathwohl, D.R. (Eds.) (2001). A taxonomy of learning, teaching, and assessment: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
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