In this section, we will discuss each level of Bloom's Taxonomy by

• defining its content
• list the descriptive verbs that could be used for writing instructional objectives
• review associated assessment procedures.

  1.0 Knowledge
  2.0 Comprehension
  3.0 Application
  4.0 Analysis
  5.0 Synthesis
  6.0 Evaluation
  

1.20 Ways and means of dealing with specifics
1.21 Conventions
1.22 Trends and sequences
1.23 Classifications and categories
1.24 Criteria
1.25 Methodology

1.30 Universals and abstractions
1.31 Principles and generalizations
1.32 Theories and structures

Definition: Students are responsible for information, ideas, material, or phenomena. They have to know specific facts, terms, and methods
Descriptive Verbs: arrange, define, duplicate, label, list, memorize, name, order, recognize, reproduce, state.
Assessment: Direct questions and multiple-choice tests are applicable. The object is to test the students’ ability to recall the facts, to identify and repeat the information provided.
Questions:
· How much is..
· Who is…
· What is…
· When was…
· How did…

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2.10. Translation
2.20 Interpretation
2.30 Extrapolation

Definition: Students must show they understand the material, ideas, facts and theories.
Descriptive Verbs: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate
Assessment: Students can restate the material in their own words, reorder or extrapolate ideas, predict or estimate. Students are assessed on their capacity to act upon, or process information.
Questions:
· Demonstrate the meaning of…
· Paraphrase, in your own words…
· Give an example…
· How are these ideas similar to…
· Explain the meaning of (the story, a graph etc.).

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Definition: Students must be able to apply their knowledge to real situations. Application means putting knowledge into action rather than merely talking about what might be done.
Descriptive Verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
Assessment: We have to go well beyond the usual procedures in order to assess how well students apply what they learn. Children can be tested in their knowledge of addition and subtraction through the act of buying something in a mock store where they use money to buy things. Testing for application at an advanced level could involve the ability to apply principles, postulates, theorems or other abstractions to new situations…e.g. apply principles of psychology in identifying the characteristics of a new social situation.
Questions:
· What would happen if…
· Apply the formula to the following problem…
· Teach your friend the meaning of…
· Using the story as a basis…

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Definition: Analysis is essentially a more advanced aspect of level two (comprehension). Analysis requires that pupils classify or break down material down to its components, understand the relationship between the components, and recognize the principle that organizes the structure or the system.
Descriptive Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Assessment: The ability to analyze material can be assessed in a number of ways. E.g., we might see whether students can identify the assumptions behind an argument or a debate. In everyday language this kind of analysis is called Critical thinking that allows us to separate fact from opinion and to compare theories so that we can take a position based on logic.
Questions:
· How are ______ the same and how are they different?
· List the basic assumptions…
· Describe the variety of motives…
· Distinguish between theory and facts…
· Separate the major and minor themes…

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Definition: The educational objective at level five is to learn to synthesize material. This means making something new, bringing ideas together to form a new theory, going beyond what is known, providing new insights.
Descriptive Verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
Assessment: Assessment should be designed to produce new ideas, methods, or procedures. Some obvious examples might be writing an original story, play or poem. In other areas, term papers or essays might be vehicles for synthesis.
Questions:
· Write an essay proposing a new solution to the problem of…
· Describe the three major theories and show how they may be combined…
· Write a play (paint a picture, construct a formula..) which best illustrate a new way to understand…

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Definition: Level six, the learning of value judgments, involves all the previous levels to some degree. Pupils are developing the ability to create standards of judgment, to weigh, to examine, to analyze, and most of all to avoid hasty judgment.
Descriptive Verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.
Assessment: The basic principle of assessment at level six consists of developing critical evaluation skills. Essay exams; especially at the college level often ask for a critique of a particular theory, literary work, or historical interpretation. To do this successfully students need a comprehensive logical framework as a basis of judgment. A clear explanation of the system of judgment employed would qualify as demonstration of the students’ evaluation skills.
Questions:
· Write a careful critique of ________ theory. Detail the strengths and weaknesses. Justify your conclusion.
· Compare and contrast the approaches to ________ according to the following principles…
· Detail the logical inconsistencies in theory X as an example of an inadequate scientific paradigm.

Sources
1. Sprinthall, Norman and Sprinthall, Richard, Educational Psychology, 1990
2. DLRN's Technology Resource Guide (http://www.dlrn.org/library/dl/guide4.html)