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# Level Level Keywords Example Objective Example Activity Example Assessment

Attributes
1: Knowledge Rote list, recite, By the end of this Have students group up Use the following
memorization, define, name, course, the student and perform simple question on an exam
recognition, or match, quote, will be able to recite experiments to the class or homework. Recite
recall of facts. recall, identify, Newtons three laws showing how one of the Newtons three laws
label, recognize of motion. laws of motion works. of motion.
2: Comprehension Understanding describe, By the end of this Group students into Assign the students to
what the facts explain, course, the student pairs and have each pair write a simple essay
mean. paraphrase, will be able to think of words that that explains what
restate, give explain Newtons describe motion. After a Newtons laws of
original three laws of motion few minutes, ask pairs motion mean in his/her
examples of, in his/her own to volunteer some of own words.
summarize, words. their descriptions and
interpret, discuss write these descriptions
on the board.
3: Application Correct use of calculate, By the end of this After presenting the On a test, define a
the facts, rules, predict, apply, course, the student kinetic energy equation projectile and ask the
or ideas. solve, illustrate, will be able to in class, have the students to Calculate
use, demonstrate, calculate the kinetic students pair off for just the kinetic energy of
determine, model energy of a a few minutes and the projectile.
projectile. practice using it so that
they feel comfortable
with it before being
assessed.
4: Analysis Breaking classify, outline, By the end of this Present the students Give the students an
down break down, course, the student with different situations assignment that asks
information categorize, will be able to involving energy and them outline the basic
into analyze, differentiate between ask the students to principles of kinetic
component diagram, potential and kinetic categorize the energy as and potential energy.
parts. illustrate energy. either kinetic or Ask them to point out
potential then have the differences
them explain in detail between the two as
why they categorized it well as how they are
the way they did, thus related.
breaking down what
exactly makes up
kinetic and potential
energy.
5: Synthesis Combining design, By the end of this Tie each lecture or Give the students a
parts to make a formulate, build, section of the course, discussion to the project in which they
new whole. invent, create, the student will be previous lectures or must design an
compose, able to design an discussions before it, original homework
generate, derive, original homework thus helping the problem dealing with
modify, develop problem dealing with students assemble all the principle of
the principle of the discreet classroom conservation of
conservation of sessions into a unified energy.
energy. topic or theory.
6: Evaluation Judging the choose, support, By the end of the Have different groups On a test, describe a
value or worth relate, determine, course, the student of students solve the dynamic system and
of information defend, judge, will be able to same problem using ask the students which
or ideas. grade, compare, determine whether different methods, then method they would
contrast, argue, using conservation of have each group present use to solve the
justify, support, energy or the pros and cons of the problem and why.
convince, select, conservation of method they chose.
evaluate momentum would be
more appropriate for
solving a dynamics
problem.
According to Benjamin Bloom, and his colleagues, there are six levels of cognition:

## 1. Knowledge: rote memorization, recognition, or recall of facts

2. Comprehension: understanding what the facts mean
3. Application: correct use of the facts, rules, or ideas
4. Analysis: breaking down information into component parts
5. Synthesis: combination of facts, ideas, or information to make a new whole
6. Evaluation: judging or forming an opinion about the information or situation

The examples above are objectives written for each level of Blooms Taxonomy and activities and assessment tools based on those
objectives. Common key verbs used in drafting objectives are also listed for each level.