Instructional design/Learning objectives/Cognitive Domain Verb Usage, Part 2
| Instructional Design | ID Learning Objectives | < Back | Page 4 of 6 | Next > |
Analysis
[edit | edit source]Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.
| Analysis Verb | Verb Phrase | Measurement Strategies |
|---|---|---|
| Compare | Compare behavioral and cognitive learning theories | Written Essay or Oral Presentation |
| Differentiate | Differentiate between ductile and brittle overload fractures | Written Essay, Laboratory, Authentic Practice |
| Examine | Examine the scene for arson signatures | Authentic Practice, Laboratory |
Synthesis
[edit | edit source]Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.
| Synthesis Verb | Verb Phrase | Measurement Strategies |
|---|---|---|
| Formulate | Formulate your own instructional strategy | Written Essay, Authentic Practice |
| Develop | Develop a course for writing learning objectives | Authentic Practice |
| Prepare | Prepare the automobile accident report | Authentic Practice |
Evaluation
[edit | edit source]Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria.
| Evaluation Verb | Verb Phrase | Measurement Strategies |
|---|---|---|
| Evaluate | Evaluate your performance in this course | Written Essay or Oral Presentation |
| Critique | Critique the quality of learning materials | Written Essay, Authentic Practice, or Oral Presentation |
| Justify | Justify the new foreclosure bill passed by Congress | Written Essay or Oral Presentation |
Practice and Feedback
[edit | edit source]Now let's practice identifying verbs for the analysis, synthesis, and evaluation levels of the cognitive domain. Choose the correct answer for each question below by clicking a box. At the end, click the Submit button for the correct answers.
|
How did you do?
Click the link below for more explanation |
References and Writing Aids
[edit | edit source](1) A Graphic of Bloom's Taxonomy with Cognitive Verbs
(2) The updated taxonomy with interactive table
Navigation
[edit | edit source]Click Next to continue.
| Instructional Design | ID Learning Objectives | < Back | Page 4 of 6 | Next > |