Teaching Materials
Two Examples of Taxonomies of Educational Objectives
BLOOM'S TAXONOMY OF LEARNING OUTCOMES
| Knowledge |
- is defined as the remembering
of previously learned material
- represents the lowest level of learning
- involves recalling or reciting: facts, observations, or definitions
|
| Comprehension |
- is defined as the ability to grasp
the meaning of material
- represents the lowest level of understanding
- involves explaining, interpreting, or translating
|
| Application |
- refers to the ability to use learned
material in new and concrete situations
- requires higher level of understanding than comprehension
- involves applying: rules, methods, laws, principles
|
| Analysis |
- refers to the ability to break
down material into its component parts so that its organizational
structure may be understood
- represents a higher level than previous categories because
of requirement of understanding of both the content and structural
form of the material
- involves analyzing relationships, distinguishing between facts
and inferences, evaluating data relevance
|
| Synthesis |
- refers to the ability to put parts
together to form a new whole
- represents creative behaviors, with emphasis on the formulation
of new patterns or structures
- involves proposing plans, writing speeches, creating classification
schema
|
| Evaluation |
- is concerned with the ability
to judge the value of material for a given purpose
- represents highest level because of inclusion of elements
of all other categories plus conscious value judgments based on criteria
- involves judging logical consistency, adequacy of data support
for conclusions
|
THE FEISEL-SCHMITZ TECHNICAL TAXONOMY OF LEARNING OUTCOMES
| Judge: |
To be able to critically evaluate multiple solutions and select an optimum
solution |
| Solve: |
Characterize, analyze, and synthesize to model a system (provide
appropriate assumptions) |
| Explain: |
Be able to state the outcome/concept in their own words |
| Compute: |
Follow rules and procedures (substitute quantities correctly into
equations and arrive at a correct result, Plug & Chug) |
| Define: |
State the definition of the concept or is able to describe in a qualitative
or quantitative manner |
Made available by:
Diane Soderholm, Ph.D., Instructional Designer
MIT Department of Aeronautics & Astronautics
2005 
|
