The 6 levels of learning in the cognitive domain, in increasing order of complexity, are shown below with examples of appropriate verbs to use at each level.1 Also shown are learning levels for the affective2 and the psychomotor3 domains. | COGNITIVE DOMAIN | VERBS | | Knowledge: recall; the ability to remember information | Recall, recite, list, match, define, identify, name, describe, state | | Comprehension: understanding; the ability to interpret and explain information | Explain, summarize, translate, interpret, rewrite, distinguish, estimate, generalize, infer, paraphrase | | Application: the ability to use information to solve problems and create new approaches | Use a rule; generalize a law or principle to a new problem situation; demonstrate; predict; change; solve; relate; employ guides, maps, charts; construct models; discover | | Analysis: ability to break down information; to categorize and recognize patterns | Recognize assumptions, discriminate, illustrate relationship between parts of a whole, break down or take apart for analysis, categorize, diagram, outline, relate, separate, reorder parts for examination, disassemble | | Synthesis: ability to bring together sets of information to create or invent solutions to problems | Integrate, categorize, create, design, generate, relate, formulate a hypothesis, produce a new plan, contribute new view of old problem | | Evaluation: ability to make a judgment based upon evidence | Render an opinion, support a point of view, judge worth, appraise, conclude, criticize, justify, explain | | AFFECTIVE DOMAIN | | Receiving: attending and open to new information | Ask, choose, describe, identify, point to, reply to, use, follow, select | | Responding: active pursuit of an interest | Answer, participate, assist, conform, tell, greet, discuss, label | | Valuing: ability to demonstrate commitment | Complete, differentiate, initiate, join, justify, propose, share, form | | Organization: ability to formulate a judgment | Responsible for own behavior, combine, compare, integrate, modify, alter, arrange, defend, explain | | Characterized by a value or value complex: ability to demonstrate a consistent philosophy | Self-conscious, objective problem-solving, display, act, maintain habits, question, revise, verify, discriminate | | PSYCHOMOTOR DOMAIN | | Perception: observation of behaviors involved in completing a task | Observe, attend to, ask, participate, answer | | Set: becoming mentally prepared to perform the task | Express growing confidence, enthusiasm, or fear; question; explore; consider outcomes; participate; tell; give examples | | Guided response: performing a task with assistance | Demonstrate, replicate, mimic, share, point out, break down, put together | | Mechanism: acting without assistance | Choose, integrate, design, explain, relate, modify, arrange | | Complex overt response: performing automatically with facility and habitually | Perform, explain, justify, support, discriminate, display, maintain |
Adapted from Bloom et al, Taxonomy of Educational Objectives, Handbook References| 1. | | Bloom BS, Engelhart MD, Furst EJ, Hill WH, Krathwohl DR. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: The Cognitive Domain. New York: David McKay; 1956. |  | | 2. | | Krathwohl DR, Bloom, BS, Masia BB. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 2: The Affective Domain. New York: Longman; 1964. | | | 3. | | Rothwell WJ, Kazanas HC. Mastering the Instructional Design Process: A Systematic Approach. San Francisco: Jossey-Bass/Pfeiffer; 1998. | |
Back to: Step 1. Identify the Learners and Write Educational Objectives |
