Knowledge

Knowledge is the recall of information or basic skills. Memorization provides students with knowledge, but does not impart a reason for the knowledge. Bloom's Taxonomy places knowledge at the lowest level of cognition. 

Testing: Knowledge is demonstrated via repeating what is learned.

Keywords: check, collect, count, define, describe, examine, find, identify, label, list, locate, match, name, recite, show, tabulate, tell, quote, when, where, who, write

Comprehension

Comprehension is the first level of understanding information, requiring that a learning be able to appreciate the context surrounding data. Most learners achieve comprehension, if only to meet educational expectations. Unless reinforced through application, comprehension fades with time.

Testing: Comprehension is demonstrated via restating what is known in a manner new for the learner.

Keywords: advance, alter, annotate, associate, change, contrast, convert, define, describe, discuss, distinguish, estimate, extend, interpret, outline, predict, project, propose, retell, reword, summarize, transform, translate

Application

Application is the use of information or skills. To apply information or skills is to use the information in solving new problems. The ability to apply skills is best tested in new situations or with new problems derived from those originally presented. Learners achieving application solve new problems by testing various information and skills they comprehend as potential solutions.

Testing: Application is demonstrated via the use of knowledge to solve new problems or to propose new queries.

Keywords: adopt, apply, calculate, change, complete, demonstrate, develop, devote, discover, employ, examine, exercise, exert, exploit, handle, illustrate, manipulate, modify, operate, relate, show, solve, try, use, utilize

Analysis

Analysis is the recognition of patterns and components. When a learner analyzes information, he or she recognizes the "hidden" meaning of the data stream. Pattern recognition marks intermediate cognitive skills. In Bloom's Taxonomy, analysis marks the stage most commonly met by American schools because it is easily tested.

Testing: Analysis is demonstrated via the ability to determine "root" causes or the parts of a fact.

Keywords: analyze, arrange, assay, audit, check, classify, compare, connect, disassemble, dissect, divide, explain, include, infer, inspect, order, reason, screen, scrutinize,  section, select, simplify, survey, test, uncover

Synthesis

Synthesis is the creation new ideas and generalizations based upon previous knowledge and experiences. Creativity is not the same as the ability to innovate, though creativity is essential to the innovation process. In Bloom's Taxonomy, true synthesis is a goal seldom achieved in lesson plans. While a child might learn music, he or she might not be able to compose an innovative work. Derivative creation is not advanced synthesis; it does mark the beginnings of cognitive synthesis.

Testing: Synthesis is demonstrated via the use of knowledge in the creation and innovation of conceptual fields.

Keywords: affect, blend, build, cause, compile, compose, conceive, create, develop, formulate, integrate, invent, make, modify, reorder, structure

Evaluation

Evaluation is marked by reasoning and judgment. The highest cognitive level in Bloom's Taxonomy, evaluation requires a learner to assign values to information and concepts. At the evaluation level, a learner makes independent choices, moving beyond what others have expressed or imparted. When a person evaluates information, he or she discriminates the subjective from the objective.

Evaluation is rare, since all people are influenced by subjective forces. True evaluation requires a lack of biases and prejudices. Bloom theorized that evaluation is a cognitive level people reach for moments but do not sustain.

If an evaluation is based upon biases, as most are, the evaluation is not occurring at the highest level of cognition. Some diagrams of Bloom's taxonomy show a "mid-range" between synthesis and evaluation. This line represents where most advanced decisions are made -- we generalize (synthesis) then judge information and events based upon the generalities we accept as "true."

Testing: Evaluation is demonstrated via the ability to make judgments or predictions based upon past knowledge