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BLOOMS
TAXONOMYOF THE COGNITIVE
DOMAIN
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BLOOMS TAXONOMY
Competence Skills DemonstratedKnowledge The recall of specific information
Comprehension Understanding of what was read
Application Converting abstract content to concretesituations
Analysis Comparison and contrast of the content topersonal experiences
Synthesis Organization of thoughts, ideas, and informationfrom the content
Evaluation Judgment and evaluation of characters, actions,outcomes, etc., for personal reflection and
understanding
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KNOWLEDGE
Memorization Observation and recall of information
Knowledge of dates, events, places
Knowledge of major ideas
Mastery of subject matter
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KNOWLEDGE
Memorization Arrange
Define
Describe Duplicate
Identify
Label List
Memorize
Name
Order
Quote Recall
Recognize
Relate Repeat
Reproduce
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COMPREHENSION
Understanding
Understand information
Grasp meaning
Translate knowledge into new content
Interpret facts, compare, contrast
Order, group, infer causes
Predict consequences
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COMPREHENSION
Understanding Classify
Describe
Discuss Explain
Express
Identify Indicate
Locate
Recognize
Report Restate
Review
Select Translate
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APPLICATION Using
Use information
Use methods, concepts, theories in new
situations
Solve problems using required skills or
knowledge
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APPLICATION Using Apply
Choose
Demonstrate Dramatize
Employ
Illustrate Interpret
Operate
Practice
Schedule Sketch
Solve
Use Write
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ANALYSISTaking apart
Recognition of patterns
Organization of parts
Discovery of hidden meanings
Identification of components
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ANALYSIS Taking apart
Analyze
Appraise
Calculate Categorize
Compare
Contrast Criticize
Differentiate
Discriminate
Distinguish Examine
Experiment
Question Test
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SYNTHESIS Putting together
Use old ideas to create new ones
Generalize from given facts
Relate knowledge from several areas
Predict, draw conclusions
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SYNTHESIS Putting together
Arrange
Assemble
Collect Compose
Construct
Create Design
Develop
Formulate
Manage
Organize Plan
Prepare
Propose Set up
Write
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EVALUATION Judging
Compare and discriminate between ideas
Assess value of theories, presentations
Make choices based on reasoned argument
Verify value of evidence
Recognize subjectivity
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EVALUATION Judging
Appraise
Argue
Assess Attach
Choose
Compare Defend
Estimate
Judge
Predict
Rate Select
Support
Value Evaluate
Explain
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REFERENCES
Bloom, B., Englehart M., Furst, E., Hill, W.,&
Krathwohl, D. (1956). Taxonomy of
educational objectives: The classification ofeducational goals. Handbook I: Cognitive
Domain. New York: Longmans Green.
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Web resources
http://www.che.wsu.edu/~millerre/bloom.html
http://www.coun.uvic.ca/learn/program/hndouts/bloo
m.html
http://www.kent.wednet.edu/KSD/MA/resources/blo
oms/teachers_blooms.html
http://www.tecweb.org/eddevel/blooms.html
http://www.valdosta.peachnet.edu/~whuitt/psy702/c
ogsys/critthnk.html
http://www.che.wsu.edu/~millerre/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.htmlhttp://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.htmlhttp://www.tecweb.org/eddevel/blooms.htmlhttp://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/critthnk.htmlhttp://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/critthnk.htmlhttp://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/critthnk.htmlhttp://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/critthnk.htmlhttp://www.tecweb.org/eddevel/blooms.htmlhttp://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.htmlhttp://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.che.wsu.edu/~millerre/bloom.html8/2/2019 Nye Blooms(1)
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BLOOMS
TAXONOMY
applied to
GOLDILOCKS AND THE THREE
BEARS
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KNOWLEDGE
the recall of specific information
Who was Goldilocks?
Where did she live? With whom?
What did she do in the forest?
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COMPREHENSIONan understanding of what was read
This story is about ___________ (topic).
This story tells us _________(main idea).
What did Goldilocks look like?
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APPLICATIONthe converting of abstract content to concrete situations
How were the bears like real people?
Why did Goldilocks go into the little house?
Draw a picture of what the bears houselooked like.
Draw a map showing Goldilocks house, the
path in the forest, the bears house, etc.
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ANALYSISthe comparison and contrast of the content to personal
experience
How did each bear react to what Goldilocks
did?
How would you react? Compare Goldilocks to any of your friends.
Do you know any animals (pets) that act
human?
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SYNTHESISthe organization of thoughts, ideas, and information from the
content
List the events of the story in sequence.
Do you know any other stories about little girls orboys who escaped from danger?
Make a diorama of the bears house and the forest.
Make a puppet out of one of the characters. Using
the puppet, act out his/her part of the story.
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EVALUATION
the judgment and evaluation of characters, actions, outcomes,
etc., for personal reflection and understanding
Why were the bears angry with Goldilocks?
Do you think Goldilocks was happy to gethome? Explain your answer.
Do you think she learned anything by going into
the bears house? Explain your answer.
Would you have gone into the bears house?Why or why not?
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EVALUATION CONT.
Do parents have more experience and backgroundthan their children? Give an example from your ownhistory.
Do you think this really happened to Goldilocks?Why or why not?
Why would a grown-up write this story for childrento read?
Why has the story of Goldilocks been told tochildren for many, many years?
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References
http://www.ops.org/reading/blooms_taxonomy.html
http://www.ops.org/reading/blooms_taxonomy.htmlhttp://www.ops.org/reading/blooms_taxonomy.htmlhttp://www.ops.org/reading/blooms_taxonomy.htmlhttp://www.ops.org/reading/blooms_taxonomy.html