Bloom's Cognitive Domain - Matrix & Examples
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Bloom's Cognitive Domain - Matrix & Examples

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Bloom's Cognitive Domain - Matrix & Examples Bloom's Cognitive Domain - Matrix & Examples Presentation Transcript

  • Bloom’s Taxonomy of Educational Objectives* (Student Learning Outcomes): Cognitive Domain NOTE: There are 3 “domains” – cognitive, psychomotor, and affective. The 6 major categories or levels for the Cognitive Domain (Memory/Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.) CATEGORY (LEVEL) EXAMPLES + SAMPLE TEST VERBS (KEY WORDS) - DESCRIPTORS QUESTION/TASK Memory/Knowledge: The student Participants will be able to define 5 Acquire Match Recognize must recall or recognize information: leadership styles. Cluster Name/Label Record Define Observe Recount Q: List the 5 leadership styles Describe Outline (format Reproduce covered in class and provide a (from given) Sort thorough definition. memory) Read Write Identify Recall List Repeat facts, definitions, generalizations, values, and skill. Comprehension: The student Participants will be able to Associate Extend Paraphrase changes information into words or summarize, in their own words, and Conclude Generalize Rearrange symbols of his/her own, such as, give examples, indicating the Discuss Give Examples Restate pictures, graphs, charts, maps, importance of worldview in leadership Document Give In Own Summarize models, poems, outlines, summaries, development. Explain Words Express Infer detailed statements, technical statements, or lay language. The Q: The worldview(s) of both leaders Interpret
  • student also is able to discover and followers has an effect on relationships among facts, leadership. Explain this effect, and generalizations, definitions, values, give examples that support your and skills. The relationships may be rationale. cause-effect, comparative, or a theory and the supporting evidence. A value, skill, or definition may be related to an example of its use.
  • CATEGORY (LEVEL) EXAMPLES + SAMPLE TEST VERBS (KEY WORDS) - DESCRIPTORS QUESTION/TASK Application: The student solves a Participants will be able to discover Apply Illustrate Restructure lifelike problem that requires the leadership development needs of Change Imitate Sequence identification of the issue and the organizations and develop Choose Manipulate Select selection and use of appropriate appropriate programs to address Classify Modify Show generalizations and skills. It provides those needs, and apply them in real Demonstrate Organize Solve for the transfer of training into real life. life situations. Develop Predict Use Discover Prepare Q: Based on the following scenario, Dramatize Produce relate the leadership development Hypothesize Relate needs you detect. Develop a program to meet those needs. Illustrate how you would implement the program. Analysis: The student is involved in Participants will be able to distinguish Analyze Depict Outline the breakdown of the communication between various leadership styles. Break Down Diagram Point Out Categorize Discriminate Relate To into parts so the parts and the relationship between parts or ideas is Q: Given the following descriptions of Compare Distinguish Research made explicit. It should clarify the how Mary, James, and Lee conduct Map Separate communication or problem and themselves as leaders within their indicate how it is organized, so the organizations, categorize them Contrast
  • student can solve the problem in the according to leadership style. light of conscious knowledge of the Compare their styles, and point out parts. strengths and weaknesses.
  • CATEGORY (LEVEL) EXAMPLES + SAMPLE TEST VERBS (KEY WORDS) - DESCRIPTORS QUESTION/TASK Synthesis: The student solves a Participants will be able to construct Adapt Dramatize Propose problem that requires original creative leadership development proposals for Combine Generate Rearrange thinking (at least new to him/her). It Christian organizations. Compile Imagine Reconstruct Compose Integrate Reverse represents the combining of elements and parts so that they form a whole. Q: Imagine yourself the Vice Conjecture Invent Revise Analysis is a prerequisite since this Chancellor of Daystar University. Construct Modify Speculate operation involves the process of From your understanding of Create Originate Synthesize working with pieces, parts, and leadership development, generate a Design Plan Transform elements. They are arranged so as to specific plan to modify the institution’s Devise Produce Transmit constitute a solution, pattern, or leadership to enhance its goal of structure not clearly present before producing civic leaders. s/he began. Some book reports and summaries reflect the use of synthetic skills as well as research papers, lesson plans, and sermons. Evaluation: A student makes a Participants will be able to evaluate Appraise Discriminate Recommen judgment of good or bad, right or the effectiveness of leaders. Argue Evaluate d Assess Grade Select wrong, or useful or useless according to standards s/he designates. There Q: Based on your knowledge of Rev. Compare Judge Support are two steps required: 1) set up Desmond Tutu, evaluate him as a Convince Persuade Test
  • appropriate standards or values, and global leader. Assess his strengths Decide Prioritize/Rank Value 2) determine how closely the idea or and weaknesses, and make Determine Rate object meets the standards. recommendations concerning how his Competent evaluation will require global leadership style can be good analysis. incorporated into a college course of Verify citizen-based leadership. *Bloom, Benjamin S. Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain . New York: Longman, 1956. Matrix developed by Anita Gonzalez, Center for Teaching & Learning - UMinnesota
  • appropriate standards or values, and global leader. Assess his strengths Decide Prioritize/Rank Value 2) determine how closely the idea or and weaknesses, and make Determine Rate object meets the standards. recommendations concerning how his Competent evaluation will require global leadership style can be good analysis. incorporated into a college course of Verify citizen-based leadership. *Bloom, Benjamin S. Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain . New York: Longman, 1956. Matrix developed by Anita Gonzalez, Center for Teaching & Learning - UMinnesota