Bloom’s Taxonomy: Cognitive Domain Levels Explained
Bloom’s Taxonomy: Cognitive Domain
The cognitive domain of Bloom’s Taxonomy outlines different levels of intellectual skills and learning objectives. Here’s a breakdown of each level:
1. Knowledge
Psychological Process: Evocation by memorization or recognition of specific details. Modes of operation with the data. Abstractions.
Conditions Before the Student: Is requested, through signs or indications, to reproduce the information acquired and stored in much the same way they learned it.
Behavior Evidence: This category can be manifested through the following behaviors: appoint individual, repeat, enumerate, define, describe, identify, recognize, distinguish, and state.
2. Understanding
Seizure of the literal message contained in a communication in verbal, figurative, or symbolic form. This involves understanding or use of materials or ideas being communicated in the form of:
2.1 Translation
Conversion of knowledge of the communication from one abstraction level to another in a verbal or symbolic form.
Transforming an abstract idea into concrete terms, or an extensive communication of symbols into a succinct or more abstract form.
This subcategory can be revealed through: translate, master, saying in his/her own words, transform, represent, illustrate, paraphrase, rephrase, voice, organize.
2.2 Interpretation
Rearrangement of the ideas of a communication in new or old settings.
Explaining or summarizing the communication by lodging the material, whether in a provision or in a different order, or from a new point of view.
Behaviors in this subcategory are: to establish, explain, demonstrate, reorganize, synthesize, condense, abbreviate…
2.3 Extrapolation
Determination of reach, the streams, corollaries, the influence… of the conditions described in the original communication.
Projecting the trends or sequences beyond the data delivered.
Behaviors examples of this subcategory would be: predict, estimate, anticipate, infer, conclude, predict.
3. Application
Using abstractions appropriate to new, particular, and concrete situations (general ideas, rules, procedures, principles, theories).
Students are asked to select, from the information they already possess, what is suitable for use in resolving a new problematic situation.
In this category, acceptable behaviors include: select, employ, use, transfer, solve, demonstrate, recognize, punctuate.
4. Analysis
Separation of the elements or constituent parts of a communication, both in content and in form.
This fractionation can be done to discover determinants. It calls for the organization and structure of a communication, either:
4.1 Of Relationships
Recognize differences, connections, and interactions between the parts.
Determining the connections and interactions between elements.
Compare, contrast, recognize, distinguish, relate.
4.2 Of Organization
Configuration and structure unifying the total communication.
Establishing the principles that guided the logical organization of a communication.
Distinguish, detect, deduce, infer, recognize.
5. Synthesis
Meeting of elements to form a new whole. According to the finished product, it is distinguished.
Students are asked to gather evidence from various sources and organize it creatively in a new structure, which can be:
5.1 Production of a Communication
Trying to convey ideas, feelings, or experiences to others.
A personal work.
This subcategory is manifested in the following behaviors: write, narrate, recount, produce, create.
5.2 Production of a Plan of Action
Which proposes a set of operations that meet certain requirements.
A work plan.
Plan, propose, produce, design, specify.
5.3 Derivation of a Set of Abstract Relations
Attempting to classify or explain data or less specific phenomena, or propositions deduced from other propositions.
A set of generalizations (hypotheses to be verified or deductions).
Produce, derive, develop, organize, infer, make.