Bloom's taxonomy of educational objectives- Cognitive domain

Bloom's taxonomy of educational objectives- Cognitive domain
These objectives were developed by Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. Bloom's taxonomy is a classification of educational objectives using a set of three hierarchical models, named cognitive, affective and sensory domains. 

The cognitive domain
It is mainly focused on the traditional way of education to structure the curriculum objectives, assessments, and activities. It has divided into six categories and they are:

• Remembering
• Comprehending
• Applying
• Analyzing
• Synthesizing
• Evaluating 

Remembering 
It involves recalling facts, terms or concepts with out an understanding what they mean.It represents the lowest level of learning outcomes in the cognitive domain. For example: learning of classifications or categories. Name the pairs of chromosomes. Majority of the students try to learn by heart and able to recall names without thinking or to memorize something, only for exams.

Verbs can be used to state the objectives are: define, state, list, name, outline, write, recall, recognize, label, underline, select, measure, describe, identify etc.
 
Comprehending
It involves understanding of facts by organizing, comparing, translating, interpreting and extrapolating it. Organization means a student can organize the ideas based on hierarchy or occurrence. The comparison means comparing similarities and differences of facts each other. Translation means communicating ideas in other words or languages without altering the meaning. Interpretation means ability to explain a fact in their own words without altering the meaning. Extrapolation means foreseeing or predicting the unknown events by understanding the known events. For example; Identify the differences between the chromosome and chromatin.
  
Verbs can be used to state the objectives are: identify, select, compare, translate, interpret, extrapolate, justify, organize, indicate, illustrate, represent, formulate, judge, classify etc.

Applying
Applying involves a student to solve daily problems in new situations with learned knowledge successfully. Learners are able to identify, relate prior knowledge and to apply in situations. It requires a higher level of understanding of facts and ideas to apply in an unexpected situation.
For example, a learner is able to give first aid in real life situation.

Verbs can be used to state the objectives are:  predict, select, assess, explain, choose, find, show, demonstrate, construct, compute, use, perform, discover, prepare, produce and relate.

Analyzing
This refers to examining and breaking information into parts, constructing relation to each other, making a generalization and finding evidences to support generalization. For example, an expert in nursing examined the concept of nursing care, broke into different parts, arranged in a synchronized manner such as assessment, goals, diagnosis, plan of action, rationale, implementation and evaluation, which helps the learners to give nursing care in an uniform manner.

Verbs can be used to state the objectives are: analyse, identify, conclude, differentiate, select, separate, compare, contrast, justify, resolve, distinguish etc.

Synthesizing
It includes the action of putting all related elements together and to form a 'whole'. It helps to formulate a new concepts or patterns.

Verbs can be used to state the objectives are:  combine, summarize, precise, conclude, compile, compose etc.

Evaluating
It involves presenting opinions by making judgment about the utility of work or quality of work based on a set of criteria. For example, which educational philosophy are best for curriculum implementation today?
 
 Verbs can be used to state the objectives are: evaluate, judge, compare, contrast etc..