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    Knowledge: Comprehension

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    janice alquizar
    Bloom identified six levels of cognitive development - knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous and represents increasingly complex thought. Knowledge involves recalling facts and ideas. Comprehension means understanding information. Application refers to using knowledge in new situations. Analysis is breaking down information into parts. Synthesis combines elements into a new whole. Evaluation judges the value of ideas or materials based on set criteria.

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    Knowledge: Comprehension

    Uploaded by

    janice alquizar
    21 views2 pages
    Bloom identified six levels of cognitive development - knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous and represents increasingly complex thought. Knowledge involves recalling facts and ideas. Comprehension means understanding information. Application refers to using knowledge in new situations. Analysis is breaking down information into parts. Synthesis combines elements into a new whole. Evaluation judges the value of ideas or materials based on set criteria.

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    Bloom

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    Bloom identified six levels of cognitive development - knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous and represents increasingly complex thought. Knowledge involves recalling facts and ideas. Comprehension means understanding information. Application refers to using knowledge in new situations. Analysis is breaking down information into parts. Synthesis combines elements into a new whole. Evaluation judges the value of ideas or materials based on set criteria.

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    21 views2 pages

    Knowledge: Comprehension

    Uploaded by

    janice alquizar
    Bloom identified six levels of cognitive development - knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level builds on the previous and represents increasingly complex thought. Knowledge involves recalling facts and ideas. Comprehension means understanding information. Application refers to using knowledge in new situations. Analysis is breaking down information into parts. Synthesis combines elements into a new whole. Evaluation judges the value of ideas or materials based on set criteria.

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    Bloom's Taxonomy of Cognitive Development

    Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level,
    through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. A
    description of the six levels as well as verb examples that represent intellectual activity are listed here.

    Knowledge is defined as remembering of previously learned material.


    This may involve the recall of a wide range of material, from specific facts to
    complete theories, but all that is required is the bringing to mind of the appropriate
    information. Knowledge represents the lowest level of learning outcomes in the
    cognitive domain.

    Verbs: arrange, define, duplicate, label, list, memorize, name, order, recognize,
    relate, recall, repeat, and reproduce state.

    Comprehension is defined as the ability to grasp the meaning of


    material. This may be shown by translating material from one form to another
    (words to numbers), by interpreting material (explaining or summarizing), and by
    estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple
    remembering of material, and represent the lowest level of understanding.

    Verbs: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, and
    translate.

    Application refers to the ability to use learned material in new and concrete situations. This may include the
    application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a
    higher level of understanding than those under comprehension.

    Verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use,
    write.

    Analysis refers to the ability to break down material into its component parts so that its organizational structure may
    be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of
    the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and
    application because they require an understanding of both the content and the structural form of the material.

    Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine,
    experiment, question, and test.

    Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique
    communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for
    classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of
    new patterns or structures.

    Verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare,
    propose, set up, and write.

    Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for
    a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external
    criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area
    are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments
    based on clearly defined criteria.

    Verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value,
    evaluate.

    Reference: Major categories in the cognitive domain of the taxonomy of educational objectives (Bloom, 1956).

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