- \n
- Observation of information, memorizing<\/li>\n
- Recognizing, recalling, identifying<\/li>\n
- Knowledge of major ideas<\/li>\n
- Mastery of subject matter<\/li>\n<\/ul>\n
Comprehension:<\/strong> Standards that ask the learner to interpret, summarize, or paraphrase important information<\/p>\n
- \n
- Understanding information<\/li>\n
- Translating from one medium or context to another<\/li>\n
- Interpreting facts<\/li>\n
- Organization and selection of facts and ideas<\/li>\n
- Describing in one’s own words<\/li>\n
- Predict consequences<\/li>\n<\/ul>\n
Application:<\/strong> Standards that ask the learner to use concepts in a situation different from the original learning context<\/p>\n
- \n
- Use methods, concepts, theories in new situations<\/li>\n
- Use of information, facts, rules and principles<\/li>\n
- Solve problems using required skills or knowledge<\/li>\n
- Applying information to produce some result<\/li>\n<\/ul>\n
Analysis: <\/strong>Standards that ask the learner to separate the whole into its parts, differentiate between parts, and better understand the organization of the whole and the relationship between the parts<\/p>\n
- \n
- Separation of a whole into component parts<\/li>\n
- Finding the underlying structure of a message<\/li>\n
- Seeing patterns<\/li>\n
- Organization of parts<\/li>\n
- Recognition of levels of meaning<\/li>\n
- Identification of components<\/li>\n
- Identifying motives<\/li>\n<\/ul>\n
Synthesis:<\/strong> Standards that ask the learner to combine learned elements to form a new entity<\/p>\n
- \n
- Use old ideas to create new ones<\/li>\n
- Generalize from given facts<\/li>\n
- Relate knowledge from several areas<\/li>\n
- Predict, draw conclusions<\/li>\n<\/ul>\n
Evaluation:<\/strong> Standards that ask the learner to make decisions, judge, or select based on criteria and rationale; look at others\u2019 ideas or principles and see the worth of the work and the value of the methods and conclusions<\/p>\n
- \n
- Compare and discriminate between ideas<\/li>\n
- Assess value of theories, presentations<\/li>\n
- Make choices based on reasoned argument<\/li>\n
- Verify value of evidence<\/li>\n
- Recognize subjectivity<\/li>\n
- Resolve controversies<\/li>\n
- Development of opinions, judgments, or decisions<\/li>\n<\/ul>\n
Bloom\u2019s Taxonomy of Cognitive Skills with Action Verbs List<\/h3>\n
![\"\"](\"https:\/\/offices.austincc.edu\/institutional-effectiveness-and-grant-development\/wp-content\/uploads\/sites\/14\/2022\/12\/image-6.png\")
<\/figure>\nA relatively new version<\/a> of Bloom’s Taxonomy is also available from Oregon State University that emphasizes how artificial intelligence may figure into all of this, highlighting the capabilities of AI compared to (still) distinctively human skills. <\/p>\n
As noted by Dr. Gavin Henning, a leading proponent of equitable assessment, there are still other approaches to categorizing learning outcomes:<\/p>\n
- \n
- Medicine Wheel Framework<\/a><\/li>\n
- Fink’s Taxonomy<\/a><\/li>\n<\/ul>\n
View additional resources collected by Dr. Henning<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"
Bloom\u2019s Taxonomy of Action Verbs In 1956, Benjamin Bloom first described a hierarchy of cognitive skills, with higher-level skills building upon those at lower levels. His hierarchy, and verbs associated with these various levels, have … Continue reading
- Fink’s Taxonomy<\/a><\/li>\n<\/ul>\n
- Medicine Wheel Framework<\/a><\/li>\n