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The cognitive Domain of Bloom

Based on the 1956 work, Handbook I-Cognitive Domain, behavioral objectives are divided into subsets according to Bloom's Taxonomy. A taxonomy is simply a word for a classification and Bloom's work is concerned with a hierarchical delineation of levels of knowledge or thought. The following taxonomy is arranged so that it proceeds from the simplest to more complex levels.
The cognitive domain was revised in 2001 in a later work spearheaded by one of Bloom's former students, Lorin Anderson, and one of his original partners in defining the cognitive domain, David Krathwohl. See links below to the left for more information on these revisions as there are some important differences.
1. Knowledge: Remembering or retrieving previously learned material.

<table class="MsoNormalTable" style="width: 336px; height: 192px;" border="0" cellpadding="0" width="336"><tr><td style="border: medium none rgb(235, 233, 237); padding: 0.75pt; background-color: transparent;" align="left">know
identify
relate
list

</td><td style="border: medium none rgb(235, 233, 237); padding: 0.75pt; background-color: transparent;" align="left">define
recall
memorize
repeat

</td><td style="border: medium none rgb(235, 233, 237); padding: 0.75pt; background-color: transparent;" align="left">record
name
recognize
acquire</td></tr></table>

2. Comprehension: The ability to grasp or construct meaning from material

<table class="MsoNormalTable" style="width: 392px; height: 221px;" border="0" cellpadding="0" width="392"><tr><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; background-color: transparent;" align="left">restate
locate
report
recognize
explain
express

</td><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; background-color: transparent;" align="left">identify
discuss
describe
discuss
review
infer

</td><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; background-color: transparent;" align="left">illustrate
interpret
draw
represent
differentiate
conclude</td></tr></table>

3. Application: The ability to use learned or implement material in new and concrete situations.

<table class="MsoNormalTable" style="width: 75.96%;" border="0" cellpadding="0" width="75%"><tr style="height: 84.05pt;"><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; height: 84.05pt; background-color: transparent;" align="left">apply
relate
develop
translate
use
operate

</td><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; height: 84.05pt; background-color: transparent;" align="left">
organize
employ
restructure
interpret
demonstrate
illustrate

</td><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; height: 84.05pt; background-color: transparent;" align="left">
practice
calculate
show
exhibit
dramatize</td></tr></table>

4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood.

<table class="MsoNormalTable" style="width: 80%;" border="0" cellpadding="0" width="80%"><tr><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; background-color: transparent;" align="left">
analyze
compare
probe
inquire
examine
contrast
categorize

</td><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; background-color: transparent;" align="left">
differentiate
contrast
investigate
detect
survey
classify
deduce

</td><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; background-color: transparent;" align="left">
experiment
scrutinize
discover
inspect
dissect
discriminate
separate</td></tr></table>

5. Synthesis: The ability to put parts together to form a coherent or unique new whole.

6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose.

<table class="MsoNormalTable" style="width: 80%;" border="0" cellpadding="0" width="80%"><tr><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; background-color: transparent;" align="left">
judge
assess
compare
evaluate
conclude
measure
deduce

</td><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; background-color: transparent;" align="left">
argue
decide
choose
rate
select
estimate

</td><td style="border: medium none rgb(235, 233, 237); padding: 1.5pt; background-color: transparent;" align="left">
validate
consider
appraise
value
criticize
infer</td></tr></table>

Based on: Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.

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Bloom et al.'s Taxonomy of the Cognitive Domain

Citation: Huitt, W. (2004). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive.
Valdosta, GA: Valdosta State University. Retrieved [date], from http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html

Return to | Overview of the Cognitive System | EdPsyc Interactive: Courses |
Beginning in 1948, a group of educators undertook the task of classifying education goals and objectives. The intent was to develop a classification system for three domains: the cognitive, the affective, and the psychomotor. Work on the cognitive domain was completed in 1956 and is commonly referred to as Bloom's Taxonomy of the Cognitive Domain (Bloom et al., 1956). Others have developed taxonomies for the affective and psychomotor domains.
The major idea of the taxonomy is that what educators want students to know (encompassed in statements of educational objectives) can be arranged in a hierarchy from less to more complex. The taxonomy is presented below with sample verbs and a sample behavior statement for each level.

LEVEL	DEFINITION	SAMPLE VERBS	SAMPLE BEHAVIORS
KNOWLEDGE	Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned.	Write List Label Name State Define	The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.
COMPREHENSION	Student translates, comprehends, or interprets information based on prior learning.	Explain Summarize Paraphrase Describe Illustrate	The student will explain the purpose of Bloom's taxonomy of the cognitive domain.
APPLICATION	Student selects, trans- fers, and uses data and principles to complete a problem or task with a mini- mum of direction.	Use Compute Solve Demonstrate Apply Construct	The student will write an instructional objective for each level of Bloom's taxonomy.
ANALYSIS	Student distinguishes, classifies, and relates the assumptions, hypotheses, evidence, or structure of a statement or question.	Analyze Categorize Compare Contrast Separate	The student will compare and contrast the cognitive and affective domains.
SYNTHESIS	Student originates, integrates, and combines ideas into a product, plan or proposal that is new to him or her.	Create Design Hypothesize Invent Develop	The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.
EVALUATION	Student appraises, assesses, or critiques on a basis of specific standards and criteria.	Judge Recommend Critique Justify	The student will judge the effective- ness of writing objectives using Bloom's taxonomy.

In general, research over the last 40 years has confirmed the taxonomy as a hierarchy with the exception of the last two levels. It is uncertain at this time whether synthesis and evaluation should be reversed (i.e., evaluation is less difficult to accomplish than synthesis) or whether synthesis and evaluation are at the same level of difficulty but use different cognitive processes. Anderson and Krathwohl (2001) revised Bloom's taxonomy and placed evaluating prior to creating. In my opinion, it is more likely that synthesis/creating and evaluation/evaluating are at the same level. Both depend on analysis as a foundational process. However, synthesis or creating requires rearranging the parts in a new, original way whereas evaluation or evaluating requires a comparison to a standard with a judgment as to good, better or best. This is similar to the distinction between creative thinking and critical thinking. Both are valuable while neither is superior. In fact, when either is omitted during the problem solving process, effectiveness declines (Huitt, 1992).

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

In any case it is clear that students can "know" about a topic or subject at different levels. While most teacher-made tests still test at the lower levels of the taxonomy, research has shown that students remember more when they have learned to handle the topic at the higher levels of the taxonomy (Garavalia, Hummel, Wiley, & Huitt, 1999). . This is because more elaboration is required, a principle of learning based on finding from the information processing approach to learning.
References

Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.
Garavalia, L., Hummel, J., Wiley, L., & Huitt, W. (1999). Constructing the course syllabus: Faculty and student perceptions of important syllabus components. Journal of Excellence in College Teaching, 10(1), 5-22. Available online at http://teach.valdosta.edu/whuitt/papers/cons_course_syll.doc
Huitt, W. (1992). Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24, 33-44. Retrieved June 2004, from http://chrion.valdosta.edu/whuitt//papers/prbsmbti.html

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