….Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain.... Educational Psychology Developed by W. Huitt (1998)

….Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain ....

Educational Psychology

Developed by W. Huitt (1998)

Writing Instructional Objectives

Instructional objectives, including behavioral objectives, can be written for any of the domains of instruction

• Cognitive

• Affective

• Psychomotor

The Cognitive Domain

Bloom's Taxonomy of the Cognitive Domain (started in 1948 and completed in 1956) was one of the most influential statements about levels of knowing.

The official title of the book is Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain with the text having 4 other authors (M. Englehart, E. Furst, W. Hill, and D Krathwohl).


he major idea of the taxonomy is that what educators want students to know (and, therefore, statements of educational objectives) can be arranged in a hierarchy from less to more complex.

The taxonomy contains six levels, with sublevels identified for each.


A mnemonic device for remembering the six levels:

Killing

Cats

Almost

Always

Seems

Evil

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation


Knowledge

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


Knowledge

Write List Label

Name

StateDefine


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


ComprehensionStudent translates, comprehends, or interprets information based on prior learning.


ExplainSummarizeParaphrase

DescribeIllustrate

Comprehension


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

Comprehension


Application

Student selects, transfers, and uses data and principles to complete a problem or task with a minimum of direction.


Application

UseCompute

Solve Demonstrate Apply

Construct


ApplicationThe student will write an instructional objective for each level of Bloom's taxonomy.


Analysis

Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.


Analysis

AnalyzeCategorizeCompare

Contrast Separate


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


Synthesis

Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.


Synthesis

CreateDesign

HypothesizeInvent

Develop


Synthesis

The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.


EvaluationStudent appraises, assesses, or critiques on a basis of specific standards and criteria.


EvaluationJudge

RecommendCritique Justify


Evaluation

The student will judge the effectiveness of writingobjectives using Bloom's taxonomy.


In general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels.

It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes.


I believe the latter is more likely as it relates to the differences between creative and critical thinking.

Knowledge

Comprehension

Application

Analysis

Synthesis Evaluation

Creative Thinking Critical Thinking

The Affective Domain

ReceivingBeing aware of or attending to something in the environment

RespondingShowing some new behaviors as a result of experience

ValuingShowing some definite involvement or commitment

Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.

The Affective Domain

OrganizationIntegrating a new value into one's general set of values, giving it some ranking among one's general priorities.

Characterization by Value

Acting consistently with the new value; person is known by the value.

The Psychomotor Domain

Perception

Process of becoming aware of objects, qualities, etc by way of senses. Basic in situation-interpretation-action chain leading to motor activity.

SetReadiness for a particular kind of action or experience; may be mental, physical or emotional.

Simpson, J. S. (1966). The classification of educational objectives, psychomotor

domain. Office of Education Project No. 5-85-104. Urbana, IL: University of Illinois.


MechanismLearned response becomes habitual; learner has achieved certain confidence and proficiency or performance.

Guided Response

Overt behavioral act under guidance of an instructor, or following model or set criteria.


Adaptation Altering motor activities to meet demands of problematic situations.

Complex Overt

Response

Performance of motor act considered complex because of movement pattern required.


Origination

Creating new motor acts or ways of manipulating materials out of skills, abilities and understandings developed in the psychomotor area.

Writing Instructional Objectives

While it is possible to write instructional objectives of all types for each of the three domains, the vast majority are written for the cognitive domain.

The major exceptions include preschool, physical education, and perhaps fine arts courses such as sculpturing and drama.

Documents

….Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain.... Educational Psychology Developed by W. Huitt (1998)