This document discusses Bloom's taxonomy of cognitive learning levels, which classifies learning into six levels - knowledge, comprehension, application, analysis, synthesis, and evaluation. It provides definitions and examples of objectives and questions for each level. The knowledge level involves recalling information, while comprehension requires understanding. Application tests the ability to use learned material in new situations. Analysis involves breaking things down into constituent parts. Synthesis requires creating new work by combining elements. Evaluation involves making judgments based on criteria. The taxonomy is intended to help teachers set learning objectives and questions at varying cognitive levels.

1. COGNITIVE LEVELS OF
LEARNING
BY
Sarfraz Ahmad
Lecturer
Institute of Education & Research, KUST, Kohat
Email: sarfraz.ahmad@kust.edu.pk

2. Why do we sometimes seem to
forget what we learned in a
course, shortly after we take the
final exams (or some times right
before)?

3. BECAUSE OUR SYSTEM OF
EDUCATION IS
Based on rote learning
Excessively examination oriented
Does not cater for learning in its real
sense

4. ARE WE AS TEACHERS ATTEMPT
To make our students more knowledgeable?
Or try to change the way they think about the
world or things around them?
Try to change their attitude and values?
In some cases change them physically?

5. THE ANSWER TO THESE QUESTION
CAN BE FOUND IN THREE AREAS OR
DOMAINS OF LEARNING
 Cognitive
 Affective
 Psychomotor

6. WHAT IS COGNITIVE DOMAIN?
Cognitive domain is the one which
Focuses on
 knowledge
 understanding of facts,
 concepts,
 Principles,
 rules,
 skills and problem solving
It is the intellectual dimension of
Schooling.

7. AFFECTIVE DOMAIN
Affective domain focuses on the
Teaching of attitudes and values
And the development of students
Personal and emotional growth

8. PSYCHOMOTOR DOMAIN
Psychomotor domain focuses on the
development of students’ physical
abilities and skills

9. COGNITIVE DOMAIN
It deals with academic information
Focuses on intellectual
accomplishment
1. By recalling facts, concepts and
generalizations
2. By applying information / concepts
3. By synthesizing various concepts
4. By making judgments according to
standards and criteria

10. CONTD
It was designed by B Bloom in 1956
It has six levels ranging from memory to higher
order operations
This taxonomy portrays a ladder ranging form
the simplest to the most complex mental
processes

11. GAINING
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
Bloom’s Six Levels
Of Cognitive
Learning

12. THIS CLASSIFICATION HELP
TEACHERS THINK ABOUT
 The objectives they write
 The questions they ask
 The assessment they prepare

13. KNOWLEDGE
Recognition
Defining
Identifying
Categorizing
Listing And Naming
COMPREHENSION
Understanding
Interpreting
Classifying
Explaining
Inferring
APPLICATION
Solving
Performing
Using
Manipulating
Operating
Attainment Of
The Basic
Order

14. RECOGNITION
OF
INFORMATION
RECALL
INFORMATION
LOWEST LEVEL
KNOWLEDGE
KNOWLEDGE
PRINCIPLES, THEORIES,
STRUCTURES,
METHODOLOGY

15. KNOWLEDGE
Recognition
Defining
Identifying
Categorizing
Listing And Naming
COMPREHENSION
Understanding
Interpreting
Classifying
Explaining
Inferring
APPLICATION
Solving
Performing
Using
Manipulating
Operating
Attainment Of
The Basic
Order

16. COMPREHENSION
NEXT HIGHER
CATEGORY
EXTRAPOLATE
INTERPRET
EXPLAIN
ABILITY TO
TRANSLATE
COMPREHENSION

17. KNOWLEDGE
Recognition
Defining
Identifying
Categorizing
Listing And Naming
COMPREHENSION
Understanding
Interpreting
Classifying
Explaining
Inferring
APPLICATION
Solving
Performing
Using
Manipulating
Operating
Attainment Of
The Basic
Order

18. APPLICATION
REQUIRES SKILLS
OF
APPLICATION
AFTER UNDERSTANDING
STUDENTS SHOULD BE ABLE
TO APPLY IT
NEXT HIGHER
CATEGORY
APPLICATION

19. ANALYSIS
Clarifying
Relating
Differentiating
Comparing
Breaking Down
SYNTHESIS
Combining
Generalizing
Compiling
Designing
Concluding
EVALUATION
Making Judgement
Appraising
Assessing
Justifying
Criticising
Rejecting
Higher Order
Attainment

20. ANALYSIS
OBJECTIVES
REQUIRE TO UTILIZE THE
SKILLS OF ANALYSIS
INCLUDES ANALYSIS OF
 ELEMENTS
RELATIONSHIPS
ORGANIZATIONAL
PRINCIPLES
ANALYSIS

21. ANALYSIS
Clarifying
Relating
Differentiating
Comparing
Breaking Down
SYNTHESIS
Combining
Generalizing
Compiling
Designing
Concluding
EVALUATION
Making Judgement
Appraising
Assessing
Justifying
Criticising
Rejecting
Higher Order
Attainment

22. DESIGNING PLANNING PROPOSING A
SET OF
OPERATION
DERIVING A SET
OF ABSTRACT
RELATION
SYNTHESIS

23. ANALYSIS
Clarifying
Relating
Differentiating
Comparing
Breaking Down
SYNTHESIS
Combining
Generalizing
Compiling
Designing
Concluding
EVALUATION
Making Judgement
Appraising
Assessing
Justifying
Criticising
Rejecting
Higher Order
Attainment

24. HIGHER
COGNITION
CATEGORY
OFFER
OPINIONS
MAKING
JUDGEMENTS
ACCORDING TO
SET CRITERIA
EVALUATION

25. THE PRIMARY AIM OF BLOOM’S
TAXONOMY
To set the desired learning objectives
(DLOs) for various levels of concept
attainment

26. SETTING THE DLOS
 Every identified concept must have a specific
DLO
 Every DLO for a concept must spell out the
appropriate desired learning behaviour (DLB) or
the ‘action verb’
 The DLO should aim at the attainment of the
concept up to a specific level of learning

27. KNOWLEDGE
Define, Recognize,
Complete, Identify,
Indicate, List, Label,
Locate, Match, Name,
Outline Etc
COMPREHENSION
Classify, Describe,
Expand, Explain,
Convert, Defend,
Estimate, Infer,
Interpret Etc
APPLICATION
Apply, Compute,
Demonstrate, Develop,
Discover, Modify,
Operate, Perform, Plan,
Predict, Relate, Show,
Use Etc
DLBs Or
Action Verbs For
Attainment Of The
Basic Order

28. ANALYSIS
Analyze, break down,
categorize, compare,
contrast, debate, deduce,
differentiate, discriminate,
illustrate etc
SYNTHESIS
Arrange, categorize,
compile, constitute,
create, design, develop,
devise, combine,
formulate, generate,
modify, organize, plan,
produce etc
EVALUATION
Appraise, assess,
compare, conclude,
consider, criticize,
argue, decide,
evaluate, judge,
justify, review etc
DLBs or
Action Verbs for
Higher Order
Attainment

29. KNOWLEDGE
Knowledge
DLOs
The student shall be able:
To name the most important archaeological
sites of the Indus valley
To identify the main sources of pollution
To list various species of plants found in
deserts
To name the gases present in the
atmosphere
To show on the map the areas under the
rule of the Mughals

30. KNOWLEDGE
Desired
Outcomes of
Knowledge
DLOs
Retrieval of information
stored in memory
Knowledge of terms,
facts, rules, principles,
and methods

31. COMPREHENSION
Comprehension
DLOs
The student will be able:
To explain the mission of Sir Syed
Ahmad Khan
To recognize the formula for sulphuric
acid
To describe the function of the organ of
taste
To describe each of the principal parts of
the speech

32. COMPREHENSION
Desired
Outcomes of
Comprehension
DLOs
Understanding of the
content
Interpreting, translating,
describing and explaining
information

33. APPLICATION
Application
DLOs
The student shall be able:
To use the principle to write the
reciprocals of the given whole numbers
To make sentences using the given
phrases
Cross the road using the safety
precautions they have learnt
To solve a problem using the
Pythagorean theorem

34. APPLICATION
Desired
Outcomes of
Application
DLOs
Applying information,
rules, methods and
principles in new
situations and solving
problems

35. ANALYSIS
Analysis
DLOs
The student will be able:
To compare the climates of the Punjab and
Sindh provinces
To distinguish between a community and a
settlement
To identify the problems of traffic in
Islamabad
To explain the difference between the
‘rotation’ and the ‘revolution’ of the Earth

36. ANALYSIS
Desired
Outcomes of
Analysis DLOs
Breaking down information
in parts
Determining point of view,
recognizing bias,
specifying implications,
identifying themes

37. SYNTHESIS
Synthesis
DLOs
The student shall be able:
To think logically to compose his thoughts and
produce a coherent write up of 200 words on a
given topic.
To write clear directions for performing an
experiment
To make a comprehensive a plan for a
presenting a play on the stage.
To identify the common features of the last two
education policies.

38. SYNTHESIS
Desired
Outcomes of
Synthesis DLOs
Constructing something
new, or creating new
products, methods or
patterns by integrating
several pieces of
information

39. EVALUATION
Evaluation
DLOs
The student shall be able:
To write an essay on the usefulness of
television as a medium of information
To explain why climate is a major factor in
determining the way of life of people
To express his opinion on the television
programme ……………
To anticipate the effect of growing pollution
on the health of people

40. EVALUATION
Desired
Outcomes of
Evaluation
DLOs
Judging on the basis of
evidence and criteria
Placing value on
information and data

41. FRAMING QUESTIONS
 The next logical requirement is to make
questions for all concepts
 Questions – Corresponding to DLOs
 Questions – For specific levels of learning
 Should cover all aspects of every concept
 Variety in format
 Utility:
– In-class questions
– Exercise questions
– Assignment questions
– Examination or test items

42. KNOWLEDGE
Knowledge
Questions
Define noun.
List the main sources of water.
Name some root vegetables.
When did the British come to India?
What name do we give to the line
segments that would never meet?
Which city is the capital of Sindh?
What metal is the filament of an electric
bulb made of?
How many grams are there in one
kilogram

43. POSSIBLE QUESTIONS
KNOWLEDGE
List the principle parts of an aircraft
Name the fighter aircraft which are at the
inventory of PAF
Identify from the list engines installed in
F – 16 aircraft
Define the first law of motion
Given a drawing, label different parts of F-7P

44. KNOWLEDGE
Desired Outcomes
of Knowledge
Questions
Retrieval of information and
knowledge of terms, facts, rules,
principles, lists of items,
definitions etc

45. COMPREHENSION
Comprehension
Questions
What facilities are available at banks?
Draw the diagram of an electric bulb and label
its various parts.
Describe the motion of the Moon around the
Earth.
Write the number name for eleven lac six
thousand and ten.
Where does the egg grow in mammals?
What is the function of heart in the human body?

46. POSSIBLE QUESTIONS
COMPREHENSION
Describe each principal part of an aircraft
Recognize the type of the aircraft from the
given pictures
Describe laws of motion with the help of
examples
Given a drawing of an aircraft explain the
functions of different parts

47. COMPREHENSION
Desired Outcomes
of Comprehension
Questions
Understanding the content
Interpreting, translating,
paraphrasing, describing and
explaining information

48. APPLICATION
Application
Questions
What would you give your cat to eat?
Why do we need to have rubber shoes to
walk on tiled floors?
A rectangle is 15 cm long and 7 cm wide,
what is its area?
From the two samples of steel, how can you
find which one is pure?
What advice will you give to a farmer to
grow healthy vegetables?

49. POSSIBLE QUESTIONS
APPLICATION
 Demonstrate the function of an engine with the help
of a flow sheet
 Explain the working of brakes by applying Newton’s
law of motion

50. APPLICATION
Desired Outcomes
of Application
Questions
Applying information, rules,
theories, methods and
principles in new situations
and solving problems

51. ANALYSIS
Analysis
Questions
Why can’t we make a correct judgment
about something’s hotness or coldness
with our sense of touch?
What is the difference between Kharif
and Rabi crops?
Why don’t plants grow well in the
shade?
Why shouldn’t the drivers use mobile
phones while driving?
What makes woollen clothes useful for
winter?
Why don’t we like the heavy pounding
sound of a blacksmith shop?

52. POSSIBLE QUESTIONS
ANALYSIS
Identify the flaws in the ejection system
of F- 7 aircraft
Illustrate with examples how fuel pump
of F- 16 is different from that of JF 17
Diagnose the reason why an engine is
inoperative

53. ANALYSIS
Desired Outcomes
of Analysis
Questions
Breaking down information in
parts
Discovering the assumptions,
determining point of view,
recognizing bias, specifying
implications, identifying
themes and fallacies

54. SYNTHESIS
Synthesis
Questions
Write directions for performing a laboratory
experiment to prepare oxygen gas.
Compose a logical outline to write an essay on
‘Poverty Reduction’.
Write a note on the common features of
mammals.
Construct a graph showing the rise and fall of
GNP over the past decade.
Design a plan for a community survey.
Write a report to the Police Commissioner on
the common traffic violations you observe on
the road.

55. POSSIBLE QUESTIONS
SYNTHESIS
Write clear directions for performing a
task
Propose a suitable method for
determining the consistency of an
unknown solution
Design an experiment suitable for
testing the projectile movement

56. SYNTHESIS
Desired
Outcomes of
Synthesis
Questions
Constructing something new,
developing a theory, creating a
new product, presenting a logic
or a viewpoint, giving a new
method or pattern by integrating
several pieces of information

57. EVALUATION
Evaluation
Questions
How would the life be without trees?
We would not have the modern complex
machines without having had the simple
one’s of the past. What is your opinion?
In what way are human beings superior to
other creatures?
Write a critique of a television drama
showing merits and faults in its plot and
characterization.

58. POSSIBLE QUESTIONS
EVALUATION
Compare the working of F 16 with that of
JF 17
Evaluate the missile system installed at
F7p
Justify with logical reasoning why do we
need to study aerodynamics?

59. EVALUATION
Desired Outcomes
of Evaluation
Questions
Judging on the basis of evidence
and criteria, giving a critique on a
theory, examining the validity of
an opinion or placing value on
information and data

60. QUESTIONS
????

61. Visit Website : www.onlineforcesacademy.com
Email: sarfraz.ahmad@kust.edu.pk, Contact: 0334-8480890