Can talk about concept, process, tool or context in words and can regurgitate definitions or descriptions
Has some sense of what information is relevant / irrelevant
[Give your interpretation…]
Can follow what is being communicated and can use information without seeing its relationship to other material or recognizing greater implications
Can construct simple mental model regarding new information
Can process answers to critical inquiry and articulate what is understood as well as what remains confusing
[Give your interpretation…]
Can apply and transfer particular item of knowledge to different situations and contexts
Can generalize the knowledge and determine ways to apply it, testing boundaries and linkages to other information
Can recognize situations and skillfully make use of this knowledge in new contexts and situations
[Give your interpretation…]
Can divide a problem into its component parts in order to clarify the relations among these parts
Can integrate the knowledge skill with other knowledge skills to produce a generalized solution
[Give your interpretation…]
Can put pieces of information together to form a whole, such as a researcher would develop knowledge to a new level of understanding
Can use lateral thinking to make new linkages among concepts and problem solutions which have not been seen before
[Give your interpretation…]
Can make judgments about the extent to which a product satisfies stated criteria
Can compare newly processed information with a rich set of relevant background information to discern its relative contribution and wisely rank and select the best use for the information.
[1] B.S. Bloom, J.T. Hastings, and G.F. Madaus, Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook 1, Cognitive Domain. New York, McCay, 1956.