Cognitive Domain Guide
Use this chart when the major topic or task primarily involves the acquisition and processing of knowledge.
| Level | If the student must be able to … | Then use these key words in objectives, assignments and evaluations. |
||
| 1. Knowing | … recall or recognize this knowledge; giving it back in nearly the same form as it was received. | define describe identify label |
list match name recall |
recite recognize select state |
| 2. Comprehending | … demonstrate an understanding of this knowledge, seeing relationships and telling in their own words what it means. | associate compare discriminate |
distinguish explain match |
paraphrase restate illustrate translate |
| 3. Applying | … use this knowledge in a concrete situation other than that in which it was learned. | apply compute convert demonstrate dramatize employ estimate extend |
generalize illustrate infer interpret modify operate perform practice |
predict produce relate rewrite show how solve transform use |
| 4. Analyzing | … break down this knowledge into its essential parts, and differentiate between facts, opinions, assumptions, hypotheses and conclusions. | analyze break down categorize compare contrast detect determine |
diagram differentiate distinguish find isolate outline point out |
separate separate out show how subdivide trace the logic |
| 5. Synthesizing | … produce something unique and original from this knowledge by combining the elements from an analysis into a new structure or organization. | arrange a new assemble combine construct create design develop from |
devise formulate generalize harmonize integrate organize parallel |
plan problem solve reconcile relate summarize |
| 6 Evaluating | … form judgments about the value or worth of this knowledge. | access appraise conclude critique defend |
evaluate judge justify rank by refute |
select based on support test validate |
Resources:
Bloom, Benjamin S. ed., Book 1: Cognitive Domain. Taxonomy of Educational
Objectives. New York: Longman Inc., 1956.
