The document outlines Bloom's Taxonomy of Educational Objectives for the Cognitive Domain. It describes 6 levels - Memory/Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level provides examples of tasks, key verbs, and sample test questions that demonstrate that level of learning. The levels progress from remembering facts to more complex thinking like evaluating ideas against standards. The taxonomy provides a framework for designing learning outcomes and assessments at different levels of cognitive complexity.

1. 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

2. 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.

3. 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

4. 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.

5. 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

6. 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

7. 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