Taxonomy of cognitive domain (Blooms & revised Blooms by Krathwohl) Blooms taxonomy of educational objectives in the cognitive domain.

6. Evaluation i). Evaluation in terms of internal evidence ii). Judgements in terms of external criteria 5. Synthesis i). Production of a unique communication ii). Production of a plan iii). Derivation of a set of abstract relations 4. Analysis i). Analysis of elements ii). Analysis of relationships iii). Analysis of organizational concepts 3. Application 2. Comprehension i). Translation ii). Interpretation iii). Extrapolation 1. Knowledge i). Knowledge of specics - terminology - specic facts ii). Knowledge of ways & means of dealing with specics - conventions - trends & sequences - classication & categories - criteria - methodology iii). Knowledge of universals and abstractions in a eld - principles & generalizations - theories & structures

Krathwohls revised Blooms taxonomy of educational objectives in the cognitive domain. 6. CREATE - Putting elements together to form a novel, coherent whole or make an original product. i). Generating ii). Planning iii). Producing 5. EVALUATE - Making judgements based on criteria & standards i). Checking ii). Critiquing 4. ANALYZE - Breaking material into its constituent parts & detecting how the parts relate to one another & to an overall structure i). Differentiating ii). Organizing iii). Attributing 3. APPLY - Carrying out or using a procedure in a given situation i). Executing ii). Implementing 2. UNDERSTAND - Determining the meaning of instructional messages, including oral, written, & graphic communication i). Interpreting ii). Exemplifying iii). Classifying iv). Summarizing v). Inferring vi). Comparing vii). Explaining 1. REMEMBERING - Retrieving relevant knowledge from long-term memory i). Recognizing ii). Recalling

References: Instruction: A models approach by Thomas H. Estes, Susan L. Mintz & Mary Alice Gunter.

Structure of the Knowledge Dimension of Krathwohls revised Blooms Taxonomy

A. FACTUAL Knowledge! - The basic elements that students must know to be acquainted with a discipline or solve problems in it. a). Terminology b). Specic details & elements B. CONCEPTUAL Knowledge - The interrelationships among the basic elements within a larger structure that enable them to function together. - Knowledge of classications & categories, principles & generalizations, theories, model & structures. a). Classication & categories b). Principles & generalizations c). Theories, models & structures C. PROCEDURAL Knowledge - How to do something; methods of inquiry & criteria for using skills, algorithms, techniques & methods. - Knowledge of the steps for completing the task (know that), know how to complete the steps (know how), know when to implement the procedure (know when) a). Subject-specic skills & algorithms b). Subject-specic techniques & methods c). Criteria for determining when to use appropriate procedures D. METACOGNITIVE Knowledge - Knowledge of cognition in general as well as awareness & knowledge of ones own cognition - Ability of learners to analyze, reect on & understand their own cognitive & learning processes a). Strategic b). Cognitive tasks, including appropriate contextual & conditional knowledge c). Self-knowledge