Bloom's Taxonomy

Competence Knowledge Skills Demonstrated

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.

Categories in the Cognitive Domain: (with Outcome-Illustrating Verbs)

1. Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures): Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information. o defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;. 2. Comprehension: Grasping (understanding) the meaning of informational materials. o classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands. 3. Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers. o acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes. 4. Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent

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.

Three Domains: Cognitive, Psychomotor, Affective

The action verbs listed in the section above all refer to the cognitive domain: thinking, and expressing the results of those thoughts. Most academic programs focus on the cognitive domain, and evaluate achievement using written tests. The second learning domain referred to by educational psychologists is the psychomotor domain performing a physical skill. Psychomotor skills generally require practice, and must be measured in a practical examination of some sort, perhaps on a mannequin (as, in Advanced Cardiac Life Support) or in a clinical setting with simulated or real patients. Examples of psychomotor include: At the end of the learning activity, the student will be able to: give an injection to an orange [or a plastic teaching model], following each step of the procedure as taught. take the blood pressure of an average weight adult patient, and obtain both systolic and diastolic pressures within 3 points of the reading obtained by the preceptor.

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.