Cognitive Domain
PHYSCHO PHILISOPHY
DISCUSSANT : CRISTINE MARIE U. VILLARROYA
Cognitive Domain
behavioral objectives that dealt with
cognition could be divided into
subsets. These subsets were arranged
into a taxonomy and listed
according to the cognitive difficulty,
simpler to more complex forms.
Bloom’s taxonomy, taxonomy of educational
objectives, developed in the 1950s by the
American educational psychologist Benjamin Bloom,
which fostered a common vocabulary for thinking
about learning goals. Bloom’s taxonomy
engendered a way to align educational goals,
curricula, and assessments that are used in schools,
and it structured the breadth and depth of the
instructional activities and curriculum that teachers
provide for students. Few educational theorists or
researchers have had as profound an impact on
American educational practice as Bloom.
Anderson and Krathwohl – Bloom’s
Taxonomy Revised
Remember while it is good to understand the history of the older version of
this domain, the newer version has a number of strong advantages that
make it a better choice for planning instruction today. One of the major
changes that occurred between the old and the newer updated version is
that the two highest forms of cognition have been reversed. In the older
version the listing from simple to most complex functions was ordered
as knowledge, comprehension, application, analysis, synthesis, and
evaluation. In the newer version the steps change to verbs and are
arranged as knowing, understanding, applying, analyzing, evaluating, and
the last and highest function, creating
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s
Taxonomy 2001
1. Knowledge: Remembering or 1. Remembering: Recognizing or rec
retrieving previously learned alling knowledge from memory.
material. Examples of verbs that Remembering is when memory is
relate to this function are: used to produce or retrieve
definitions, facts, or lists, or to recite
previously learned information.
• Knowing identity relate list
• Define recall memorize repeat
• Record name recognize acquire
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy
2001
Taxonomies of the Cognitive Domain
2. Comprehension: The ability to 2. Understanding: Constructing
grasp or construct meaning from meaning from different types of
material. Examples of verbs that functions be they written or graphic
relate to this function are: messages, or activities like
interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or
explaining.
• restate locate report recognize
explain express
• identify discuss describe discuss
review infer
• illustrate interpret draw represent
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy
2001
3. Application: The ability to use 3. Applying: Carrying out or using a
learned material, or to implement procedure through executing, or
material in new and concrete implementing. Applying relates to or
situations. Examples of verbs that refers to situations where learned
relate to this function are: material is used through products like
models, presentations, interviews or
simulations
• apply relate develop translate use
operate
• organize employ restructure
interpret demonstrate illustrate
• practice calculate show exhibit
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy
2001
4. Analysis: The ability to break down 4. Analyzing: Breaking materials or
or distinguish the parts of material into concepts into parts, determining how
its components so that its the parts relate to one another or
organizational structure may be how they interrelate, or how the parts
better understood.Examples of verbs relate to an overall structure or
that relate to this function are: purpose. Mental actions included in
this function are differentiating,
organizing, and attributing, as well
as being able to distinguish
betweenthe components or parts.
When one is analyzing, he/she can
illustrate this mental function by
creating spreadsheets, surveys,
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy
2001
5. Synthesis: The ability to put parts together to form a 5. Evaluating: Making judgments based on criteria and
coherent or unique new whole. In the revised version of standards through checking and critiquing. Critiques,
Bloom’s synthesis becomes creating and becomes the recommendations, and reports are some of the products
last and most complex cognitive function. Examples of that can be created to demonstrate the processes of
verbs that relate to the synthesis function are: evaluation. In the newer taxonomy, evaluating comes
before creating as it is often a necessary part of the
precursory behaviour before one creates something
• compose produce design assemble create prepare
predict modify tell
• Plan invent formulate collect set up generalize
document combine relate
• Propose develop arrange construct organize
originate derive write propose
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy
2001
6. Evaluation: The ability to judge, 6. Creating: Putting elements
check, and even critique the value of together to form a coherent or
material for a given purpose. This functional whole; reorganizing
function goes to #5 in the revised elements into a new pattern or
version of Bloom’s. Examples of verbs structure through generating,
that relate to evaluation are: planning, or
producing. Creating requires users to
put parts together in a new way,
or synthesize parts into something
new and different thus creating a
new form or product. This process is
the most difficult mental function in
the new taxonomy.
The Affective or Feeling Domain:
1. Receiving
This refers to the learner’s sensitivity to the existence of stimuli – awareness,
willingness to receive, or selected attention.
2. Responding
This refers to the learners’ active attention to stimuli and
his/her motivation to learn – acquiescence, willing
responses, or feelings of satisfaction.
3. Valuing
This refers to the learner’s beliefs and attitudes of worth – acceptance,
preference, or commitment. An acceptance, preference, or commitment
to a value.
Thank you for listening
