BLOOM'S TAXONOMY

1. 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.

Objectives Verbs
Knows common terms Defines, describes, identifies,
Knows specific facts labels, lists, matches, names,
Knows methods and procedures outlines, reproduces, selects,
Knows basic concepts states.
Knows principles
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2. 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.

Objectives Verbs
Understands facts and principles Converts, defends,
Interprets verbal material distinguishes, estimates,
Interprets charts and graphs explains, extends, generalizes,
Translates verbal material gives examples, infers,
to mathematical formulas paraphrases, predicts,
Estimates consequences implied rewrites, summarizes
in data
Justifies methods and procedures
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3. 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.

Objectives Verbs
Applies principles to new Changes, computes,
situations demonstrates, discovers,
Applies theories to practical manipulates, modifies, operates,
situations predicts, prepares, produces,
Solves mathematical problems relates, selects, solves, uses
Constructs charts and graphs
Demonstrates correct usage of
a procedure
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4. 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 the parts, analysis of the relationships 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.

Objectives Verbs
Recognizes unstated assumptions Breaks down, diagrams,
Recognizes logical fallacies in differentiates, discriminates,
reasoning distinguishes, identifies,
Distinguishes between facts and illustrates, infers, outlines,
inferences points out, relates, selects,
Evaluates the relevancy of data separates, subdivides
Analyzes the organizational
structure of a work
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5. 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 structures.
Objectives Verbs
Writes a well-organized theme Categorizes, combines, compiles
Gives a well-organized speech composes, creates, devises,
Writes a creative short story designs, explains, generates,
Proposes a plan for an experiment modifies, organizes, plans,re-
Integrates learning from arranges, reconstructs, relates
different areas into a plan reorganizes, revises, rewrites,
for solving a problem summarizes, tells, writes
Formulates a new scheme for
classifying objects (or events
or ideas)
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6. 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 value judgments based on clearly defined criteria.

Objectives Verbs
Judges the consistency of Appraises, compares, concludes
written material contrasts, criticizes,
Judges the adequacy with which describes, discriminates,
conclusions are supported by data explains, justifies, interprets,
Judges the value of a work (art, music, relates, summarizes, supports
writing) by use of internal criteria
Judges the value of a work (art, music,
writing) by the use of external standards
 Feldhuysen's Addition to Bloom's Taxonomy
Creative Divergent Thinking

Fluency This is the ability to produce many ideas, to recall a great deal of information pertinent to a given stimulus.
Research has shown that the more fluent you are, the more likely you will produce quality ideas.

Flexibility This is the ability to "switch gears" when thinking, to change classes or categories when producing
ideas. Flexibility requires the ability to see a wide variety of applications to a particular concept, and the ability to
adapt to alternative new situations and ideas.

Originality This is the ability to produce new, unique, or unusual ideas. Such an endeavor requires a certain
amount of evaluation by the student, and objectives which meet some criteria.

Elaboration Elaboration is the ability to think of details and related ideas to fill out an idea or concept. This thinking
process is important in producing plans of action. Some researchers believe this ability is closely related to
anticipation. Charles River Research relates it to achievement within professions.
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Projection of Taxonomies of Intellectual Achievement onto Physics
These two documents, Bloom's Taxonomy of Intellectual Activity, and Feldhuysen's additional comments
concerning creative divergent thinking, have been placed here for your perusal. The intellectual level of performance
increases with increasing category number in Bloom's Taxonomy. It is obvious that composition is more difficult
than vocabulary building in language, for instance. Here is my assignment of the tasks you are asked to do in
Physics as projected on Bloom's Taxonomy: (Comments are welcome)

1) Knowledge Reading the book. Working the examples. Working the exercises with the book open.
Having good algebra, trigonometry and calculus skills.

2) Comprehension Realizing that all the problems are based on a few principles. Can work many exercises
and problems with the book closed. See clearly how the principles of theory are
applicable to the phenomena measured in the laboratory.

3) Application Able to work unassigned problems with relative ease. Able to help others by identifying
their lack of knowledge or comprehension of the principles involved in Physics. Can
apply the conservation laws appropriately to the simple experiments of the
demonstrations and laboratory exercises.

4) Analysis Can identify effects of friction, stray gusts of wind in data from lab experiments. Can
correctly evaluate the errors and the statistical significance thereof for experimental data.
Can identify the range of validity of theory, so as to avoid improper application of same.
Have the computational skills to fit theory to experimental results.

5) Synthesis Can design and carry out research plans (under OURE for example). Can reshape the
thrust of a research or development program for better efficiency, lower cost, or greater
precision. Willing to put forward creative ideas, and have some.

6) Evaluation Able to evaluate a career path for example. Makes judgements on the value of time
invested in a given activity. Should I do Bonus Problems? Am I using the most effective
study habits? What is the value of present time invested in terms of the future return?
Able to judge whether a given set of apparati are capable of measuring, manufacturing, or
functioning as desired and set forth in a plan. Most old people are certain that experience
is absolutely necessary for this activity.