2. BLOOM’S TAXONOMY
Competence Skills Demonstrated
Knowledge The recall of specific information
Comprehension Understanding of what was read
Application Converting abstract content to concrete
situations
Analysis Comparison and contrast of the content to
personal experiences
Synthesis Organization of thoughts, ideas, and information
from the content
Evaluation Judgment and evaluation of characters, actions,
outcomes, etc., for personal reflection and
understanding
11. SYNTHESIS Putting together
Use old ideas to create new ones
Generalize from given facts
Relate knowledge from several areas
Predict, draw conclusions
12. SYNTHESIS Putting together
Arrange
Assemble
Collect
Compose
Construct
Create
Design
Develop
Formulate
Manage
Organize
Plan
Prepare
Propose
Set up
Write
13. EVALUATION Judging
Compare and discriminate between ideas
Assess value of theories, presentations
Make choices based on reasoned argument
Verify value of evidence
Recognize subjectivity
15. REFERENCES
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: Longmans Green.
18. KNOWLEDGE
the recall of specific information
Who was Goldilocks?
Where did she live? With whom?
What did she do in the forest?
19. COMPREHENSION
an understanding of what was read
This story is about ___________ (topic).
This story tells us _________(main idea).
What did Goldilocks look like?
20. APPLICATION
the converting of abstract content to concrete situations
How were the bears like real people?
Why did Goldilocks go into the little house?
Draw a picture of what the bears’ house
looked like.
Draw a map showing Goldilocks’ house, the
path in the forest, the bears’ house, etc.
21. ANALYSIS
the comparison and contrast of the content to personal
experience
How did each bear react to what Goldilocks
did?
How would you react?
Compare Goldilocks to any of your friends.
Do you know any animals (pets) that act
human?
22. SYNTHESIS
the organization of thoughts, ideas, and information from the
content
List the events of the story in sequence.
Do you know any other stories about little girls or
boys who escaped from danger?
Make a diorama of the bears’ house and the forest.
Make a puppet out of one of the characters. Using
the puppet, act out his/her part of the story.
23. EVALUATION
the judgment and evaluation of characters, actions, outcomes,
etc., for personal reflection and understanding
Why were the bears angry with Goldilocks?
Do you think Goldilocks was happy to get
home? Explain your answer.
Do you think she learned anything by going into
the bears’ house? Explain your answer.
Would you have gone into the bears’ house?
Why or why not?
24. EVALUATION CON’T.
Do parents have more experience and background
than their children? Give an example from your own
history.
Do you think this really happened to Goldilocks?
Why or why not?
Why would a grown-up write this story for children
to read?
Why has the story of Goldilocks been told to
children for many, many years?