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This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.īarbara Gross Davis, in the “Asking Questions” chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116.

Evaluation engenders “judgments about the value of material and methods for given purposes.”.

Synthesis involves the “putting together of elements and parts so as to form a whole.”.

Analysis represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”.

Application refers to the “use of abstractions in particular and concrete situations.”.

Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”.

Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”.

Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching. In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives.

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SEQUENCE DIAGRAM ONLINE SHOPPING FREE

You’re free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. The above graphic is released under a Creative Commons Attribution license. īackground Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom’s Taxonomy? | Further Information Vanderbilt University Center for Teaching.