The use of facts, rules and principles in question answer relationships is an example of

Benjamin Bloom categorized learning objectives into subdivisions ranging from the simplest behavior students are required to perform to demonstrate what they’ve learned, to the most complex behaviors they can perform. Bloom found that over 95 % of test questions students encounter only require them to process at the lowest cognitive level by recalling and regurgitating information. Bloom’s Taxonomy, summarized below, provides a useful structure by which to scrutinize learning objectives, test questions, and assignments hierarchically in terms of student learning and higher order thinking skills.

Inhaltsverzeichnis Show

Level Categories, Attributes and Keywords
Action Verbs for Stating Cognitive Outcomes
Six Levels of Cognition
Objectives and Assessment Tools

Knowledge
Knowledge is defined as the remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. Examples of learning objectives at this level are: know common terms, know specific facts, know methods and procedures, know basic concepts, know principles.

Comprehension
Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding. Examples of learning objectives at this level are: understand facts and principles, interpret verbal material, interpret charts and graphs, translate verbal material to mathematical formulae, estimate the future consequences implied in data, justify methods and procedures.

Application
Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension. Examples of learning objectives at this level are: apply concepts and principles to new situations, apply laws and theories to practical situations, solve mathematical problems, construct graphs and charts, demonstrate the correct usage of a method or procedure.

Analysis
Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material. Examples of learning objectives at this level are: recognize unstated assumptions, recognizes logical fallacies in reasoning, distinguish between facts and inferences, evaluate the relevancy of data, analyze the organizational structure of a work (art, music, writing).

Synthesis
Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structure. Examples of learning objectives at this level are: write a well organized theme, gives a well organized speech writes a creative short story (or poem or music), propose a plan for an experiment, integrate learning from different areas into a plan for solving a problem, formulates a new scheme for classifying objects (or events, or ideas).

Evaluation
Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria. Examples of learning objectives at this level are: judge the logical consistency of written material, judge the adequacy with which conclusions are supported by data, judge the value of a work (art, music, writing) by the use of internal criteria, judge the value of a work (art, music, writing) by use of external standards of excellence.

Source: http://www.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Level Categories, Attributes and Keywords

Level	Level Attributes	Keywords
1. Knowledge	Exhibits previously learned material by recalling facts, terms, basic concepts and answers.	who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select
2. Comprehension	Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.	compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify
3. Application	Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.	Apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify
4. Analysis	Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.	analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion
5. Synthesis	Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions	build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change
6. Evaluation	Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.	award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct

Action Verbs for Stating Cognitive Outcomes

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

List
Name
Identify
Show
Define
Recognize
Recall
State
Visualize

Summarize
Explain
Interpret
Describe
Compare
Paraphrase
Differentiate
Demonstrate
Classify

Solve
Illustrate
Calculate
Use
Interpret
Relate
Manipulate
Apply
Modify

Analyze
Organize
Deduce
Contrast
Compare
Distinguish
Discuss
Plan
Devise

Design
Hypothesize
Support
Schematize
Write
Report
Justify

Evaluate
Choose
Estimate
Judge
Defend
Criticize

Six Levels of Cognition

According to Benjamin Bloom, and his colleagues, there are six levels of cognition:

Knowledge: rote memorization, recognition, or recall of facts
Comprehension: understanding what the facts mean
Application: correct use of the facts, rules, or ideas
Analysis: breaking down information into component parts
Synthesis: combination of facts, ideas, or information to make a new whole
Evaluation: judging or forming an opinion about the information or situation

Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each level. Depending on the nature of the course, a few of these levels may need to be given more emphasis than the others.

Objectives and Assessment Tools

Below are examples of objectives written for each level of Bloom's Taxonomy and activities and assessment tools based on those objectives. Common key verbs used in drafting objectives are also listed for each level.

Level	Level Attributes	Keywords	Example Objective	Example Activity	Example Assessment
1. Knowledge	Rote memorization, recognition, or recall of facts.	list, recite, define, name, match, quote, recall, identify, label, recognize	"By the end of this course, the student will be able to recite Newton's three laws of motion."	Have students group up and perform simple experiments to the class showing how one of the laws of motion works.	Use the following question on an exam or homework. "Recite Newton's three laws of motion.
2. Comprehension	Understanding what the facts mean.	describe, explain, paraphrase, restate, give original examples of, summarize, interpret, discuss	"By the end of this course, the student will be able to explain Newton's three laws of motion in his/her own words."	Group students into pairs and have each pair think of words that describe motion. After a few minutes, ask pairs to volunteer some of their descriptions and write these descriptions on the board.	Assign the students to write a simple essay that explains what Newton's laws of motion mean in his/her own words.
3. Application	Correct use of the facts, rules, or ideas.	calculate, predict, apply, solve, illustrate,use, demonstrate, determine, mode	"By the end of this course, the student will be able to calculate the kinetic energy of a projectile."	After presenting the kinetic energy equation in class, have the students pair off for just a few minutes and practice using it so that they feel comfortable with it before being assessed.	On a test, define a projectile and ask the students to "Calculate the kinetic energy of the projectile."
4. Analysis	Breaking down information into component parts	classify, outline, break down, categorize, analyze, diagram, illustrate	By the end of this course, the student will be able to differentiate between potential and kinetic energy.	Present the students with different situations involving energy and ask the students to categorize the energy as either kinetic or potential then have them explain in detail why they categorized it the way they did, thus breaking down what exactly makes up kinetic and potential energy.	Give the students an assignment that asks them outline the basic principles of kinetic and potential energy. Ask them to point out the differences between the two as well as how they are related.
5. Synthesis	Combining parts to make a new whole.	design, formulate, build, invent,create, compose, generate, derive, modify, develop	"By the end of this section of the course, the student will be able to design an original homework problem dealing with the principle of conservation of energy."	Tie each lecture or discussion to the previous lectures or discussions before it, thus helping the students assemble all the discreet classroom sessions into a unified topic or theory.	Give the students aproject in which they must design an original homework problem dealing with the principle of conservation of energy.
6. Evaluation	Judging the value or worth of information or ideas.	choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate	"By the end of the course, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem."	Have different groups of students solve the same problem using different methods, then have each group present the pros and cons of the method they chose.	On a test, describe a dynamic system andask the students which method they would use to solve the problem and why.

The use of facts, rules and principles in question answer relationships is an example of

Level Categories, Attributes and Keywords

Action Verbs for Stating Cognitive Outcomes

Six Levels of Cognition

Objectives and Assessment Tools

zusammenhängende Posts

What do you call the rules each programming language has for writing instructions quizlet?

With regards to the know your customer rules which of the following need not be considered

Which of the following statements about the duty to disclose adverse material facts is true Quizlet

What do you call the set of rules that must be followed to write a program in a computer language?

A collection of symbols, governed by rules and used to convey messages between individuals

What systematic and scientific process seeks to answer questions about facts and relationship between facts?

Which characteristic of research refers to searching facts answers to questions and solutions to problems?

What characteristic of research that refers to searching facts answers to questions and solutions to problems?

____ refer to the informal rules groups adopted to regulate and regularize group members behaviors.

Which of the following terms refers to facts and figures that are useless unless they have meaning?

Werbung

NEUESTEN NACHRICHTEN

Wie bekommt man einen Knutschfleck schnell wieder weg?

Warum kann ich meine Homepage nicht öffnen?

Abrechnung mastercard wer ist zuständig

Which of the following describe Accenture people choose every correct answer

Mobiles Datennetzwerk konnte nicht aktiviert werden Ausland

Wer stirbt in Staffel 8 Folge 24 Greys Anatomy?

Wie lange braucht leber um sich vom alkohol zu erholen

Is a planned activity at a special event that is conducted for the benefit of an audience.

Welche Spiele kann man mit PC und PS4 zusammen spielen?

Was tun wenn baby erstickt

Werbung

Populer

Werbung

Um

Legal

Hilfe

Sozial