Knowledge of the universals and abstractions in a field-principles and generalizations, theories and structuresĮxample: Name three common varieties of apple.Ĭomprehension involves demonstrating an understanding of facts and ideas by organizing, summarizing, translating, generalizing, giving descriptions, and stating the main ideas.Įxample: Summarize the identifying characteristics of a Golden Delicious apple and a Granny Smith apple.Īpplication involves using acquired knowledge to solve problems in new situations.Knowledge of ways and means of dealing with specifics-conventions, trends and sequences, classifications and categories.Knowledge of specifics-terminology, specific facts.Knowledge involves recognizing or remembering facts, terms, basic concepts, or answers without necessarily understanding what they mean. In the 2001 revised edition of Bloom's taxonomy, the levels have slightly different names and their order was revised: Remember, Understand, Apply, Analyze, Evaluate, and Create (rather than Synthesize). In the 1956 original version of the taxonomy, the cognitive domain is broken into the six levels of objectives listed below. Cognitive domain (knowledge-based), original version A revised version of the taxonomy for the cognitive domain was created in 2001. The first volume of the taxonomy, Handbook I: Cognitive was published in 1956, and in 1964 the second volume Handbook II: Affective was published.
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The publication of Taxonomy of Educational Objectives followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations. 2 Cognitive domain (knowledge-based), original version.
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