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Bloom's taxonomy image - Coggle Diagram

- - - - Example:
        
        Student learned the English equivalents of 20 Spanish words, then a test of remembering could involve requesting the student to match the Spanish words in one list with their English equivalents in a second list.
        
        Remembering knowledge is essential for meaningful learning and problem solving as that knowledge is used in more complex tasks.
- - - - Create includes objectives that call for unique production, also refers to objectives calling for production that all students can and will do
        
        Many objectives in the Create category emphasize originality (uniqueness)
      - Creativity is the production of unusual products, often as a result of some special skill.
        
        Educators must define what is:
        
        Original
        
        Unique
- - - - Differentiating: determine the relevant or important pieces of a message
      - Organizing: the ways in which the pieces of a message are organized
      - Attributing: the underlying purpose of the message
      - Teachers of science, social studies, the humanities, and the arts frequently give "learning to analyze" as one of their important objectives. They may, for example, wish to develop in their students the ability to:
        
        Distinguish fact from opinion (or reality from fantasy)
        
        Connect conclusions with supporting statements
        
        Distinguish relevant from extraneous material
        
        Determine how ideas are related to one another
        
        Ascertain the unstated assumptions involved in what is said
        
        Distinguish dominant from subordinate ideas or themes in poetry or music
        
        Find evidence in support of the author's purposes
- - - - The Apply category consists of
        two cognitive processes:
        
        Executing – when the task is an exercise (familiar)
        
        Students generally know what Procedural knowledge to use. When given an exercise (or set of exercises), students typically perform the procedure with little thought.
        
        Example: An algebra student confronted with the 50th exercise involving quadratic equations might simply "plug in the numbers and turn the crank.
        
        Implementing – when the task is a problem (unfamiliar)
        
        Students must determine what knowledge they will use. If the task appears to call for Procedural knowledge and no available procedure fits the problem situation exactly, then modifications in selected Procedural knowledge may be necessary
- - - - Quality: Is this good enough?
      - Effectiveness: Is this process sufficiently effective?
      - Efficiency: Is this product of sufficient quality?
      - Consistency: (judgments about the internal
        consistency
      - Most of the cognitive processes, in fact, require some form of judgment. What most clearly differentiates Evaluate as defined here from other judgments made by students is the use of standards of performance with clearly defined criteria.
- - - - They are presented to students:
        
        During lectures
        
        In books
        
        On computer monitors
        
        Students understand when they build connections between the "new" knowledge to be gained and their prior knowledge.