Rev. 6/24/2003.
INLS 214: USER EDUCATION
BLOOM'S TAXONOMY
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Evelyn
Daniel Rev. 6/24/2003.
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INLS 214: USER EDUCATIONBLOOM'S TAXONOMY
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The table below provides the name of each level, an explanation, and some of the verbs often used in writing an objective aimed at learning at this level. The levels below are presented in reverse order from the highest to the lowest.
| Name of Level | Explanation of Level | Verbs Used in Objectives | ||
| EVALUATION (Conceptual Reasoning) | Students critique, judge, predict, and justify based on specific, carefully spelled-out standards and criteria. Evaluation is not based on personal opinion. |
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| SYNTHESIS (Conceptual Reasoning) | Students combine, order/organize, transfer, and integrate prior knowledge and current learning to form a new whole enabling them to formulate a new hypothesis, solve a problem and/or produce a result. |
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| ANALYSIS (Conceptual Reasoning) | Complicated, complex material can be separated into parts and analyzed to determine relationships and organization of those parts as they relate to each other, to the whole, to other concepts, problems, or material. |
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| APPLICATION | Students solve real-life problems and situations using relevant information, prior knowledge, steps or processes, working rules, and/or principles. |
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| COMPREHENSION/ UNDERSTANDING |
Using their own words, students will explain, interpret, and/or paraphrase
new information based on prior learning. Inferences and generalizations are made from data, related to new information, and examples of uses(s) can be given. This level has two parts: Translation and Interpretation. |
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| KNOWLEDGE | Students recall
information, content of a principle, working rules, and/or steps of a
process in the approximate form it was learned. (A knowledge base is necessary and supportive of more complex mental processing to take place) |
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