This document discusses Benjamin Bloom's cognitive domain of learning objectives. It defines the six levels of cognitive learning - knowledge, comprehension, application, analysis, synthesis, and evaluation - from lowest to highest. For each level, examples of relevant verbs and sample learning objectives are provided. The levels progress from basic recall and understanding to more complex thinking like creating, assessing, and making judgments. The overall document provides an overview of Bloom's taxonomy of cognitive educational objectives.

1. GD HLY!!!

2. College of Teacher Education
Holy Trinity College of General
Santos City
Assessment of Students Learning 1
8:30-9:30 class
Objectives
(Cognitive Domain)
By: Group 1

3. What is objective?
• Is often classified as the
type of learning a
teacher is seeking to
accomplish in class.
• Specific statements of
what teachers are
expected to teach and

4. Cognitive Domain
(Benjamin bloom)
• These are objectives that deal
with recall of recognition of
knowledge and the
development of the
intellectual abilities and skills.
• Learning in this aspect refers to
the mental processes like

5. Highest
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
Levels of Cognitive Domain
Lowest

6. A. KNOWLEDGE
• Refers to behaviours related to
recognizing and remembering
facts, concepts, theories and
other important data on any
Examples of verbs dealing on Knowledge
topic or subject.
level:
Attain, Conceive, Deduce, Define,
Describe, Differentiate, Discuss,
Distinguish, Explain. Express, Give
Evidence, Identify, Label, List. Match.

7. Sample Cognitive Domain dealing to
the level of knowledge.
After the session, the students should
be able to:
• Enumerate the different organelles
in plant cells.
• List down the different
municipalities comprising Sarangani
Province.
• Describe the processes that takes

8. B. COMPREHENSION
• Refers to behaviours associated with
the clarification and articulation of
the main idea of what students are
learning.
• Translate, interpret, extrapolate but
not see full implications or transfer
to other situations, closer to literal
translation.
• Behaviours included in this level are

9. Examples of verbs dealing
on Knowledge level:
Convert, Define,
Distinguish, Emphasize,
Estimate, Extend, Generalize,
Give Examples, Infer,
Paraphrase, Predict,

10. Sample Cognitive Domain dealing to the
level of Comprehension.
At the end of the session, the student
should be able to :
• Summarize the different stages of
cell reproduction.
• Distinguish unicellular organisms
from multicellular organisms.
• Give examples of unicellular
organisms and multicellular
organisms.

11. C. APPLICATION
• Refers to behaviours that have
something to do with
problem-solving and
expressions. Which require
students to apply what they
have learned in the class to
other situations or cases in
their lives.

12. Examples of verbs dealing on
Application level:
Arrange, Change,
Compute, Consider and use,
Record, Correlate,
Demonstrate, Discover,
Disseminate, Formulate,
Modify, Observe, Operate,

13. Sample Cognitive Domain dealing on the
level of Application.
After the session, the students should be
able to:
• Graph the amount of energy acquired by
an organisms in every level of energy
pyramid.
• Record their observations about the
different body parts of the dissected
frog.
• Disseminate information about their
observations on the dissected frog.

14. D. ANALYSIS
• Refers to behaviours that require
student to think critically, such as
looking for motives, assumptions,
cause-effect relationship,
differences and similarities,
hypothesis and conclusions.
• It includes realizing the distinction
between hypothesis and fact as

15. Examples of verbs dealing on
Analysis level:
Analyze, breakdown,
classify, diagram,
discriminate, establish,
examine, illustrate, infer,
observe keenly, outline,

16. Sample Cognitive Domain dealing on
the level of Analysis.
After the session, the students
should be able to:
• Examine the different body parts
of the dissected frog.
• Point out the different diseases
that our body organs may acquire.
• Establish a concrete observation
on the similarities and
dissimilarities of human organ

17. E. Synthesis
• Refers to behaviours that call for
creative thinking, such as combining
elements in new ways, planning original
experiments, creating original solutions
to a problem and building models.
• Creative, mental construction of ideas
and concepts from multiple sources to
form complex ideas into a new,
integrated and meaningful pattern

18. Examples of verbs dealing
on Synthesis level:
Categorize,
combine, compile, compose,
create, design, devise,
explain, generate, modify,
organize, plan, rearrange,
recognize, reconstruct,
relate, rewrite, and

19. Sample Cognitive Domain dealing on the
level of synthesis.
After the session, the students should
be able to:
• Create a jingle on protecting the
organ systems.
• Generate gathered information
about the proper way of taking
care of our different body
organs.

20. F. EVALUATION
• Refers to behaviours that
necessitate judging the value or
worth of a person, object or
idea or giving an opinion in an
issue.
• To make a judgement of ideas
or methods using external
evidence or self-selected

21. Examples of verbs dealing
on Synthesis level:
Appraise, compares,
conclude, contrast,
criticize, critiques, defend,
describe, discriminate,
evaluate, explains,
interpret, justifies,

22. Sample Cognitive Domain dealing on
the level of synthesis.
After the session, the students
should be able to:
• Assess the programs of the present
administration in terms of their
fulfilment of the current needs of
the country.
• Select the most effective solution
on the degradation of the

23. Thank you and
Good Holy