Bloom's Taxonomy: Competence Skills Demonstrated Knowledge
Bloom's Taxonomy: Competence Skills Demonstrated Knowledge
Bloom's Taxonomy: Competence Skills Demonstrated Knowledge
observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension
understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application
use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis
seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis
use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation
compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
* From Benjamin S. Bloom Taxonomy of educational objectives. Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education. Adapted by permission of the publisher.
conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations. o analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides. 5. Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole. o adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates. 6. Evaluation: Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers. o appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.
The third learning domain often used by educational psychologists is the affective or attitudinal domain, for objectives related to attitudes, values and beliefs. The WV Rural Health Education Partnerships program explicitly intends to encourage certain values, and Faculty will have attitudinal objectives. The ultimate measures of these outcomes will be choice of clinical practice location (did students in fact return to practice in rural WV communities?) and practice style (do students in fact work effectively with colleagues from other health professions disciplines, and work with them in an appropriate and respectful way?). Some professionals would insist that attitudinal objectives be
phrased in terms of such outcomes. However, among close friends, we may find it necessary to bend these rules a bit, and accept as objectives statements such as the following: The student will demonstrate a respect and cooperation in his/her interaction with students from other disciplines The student will function effectively with members of the health care team The student will demonstrate an appreciation of the cultural/social and economic values of rural WV, as they influence medical care in the community.