Bloom’s Taxonomy: Cognitive Domain (knowledge, facts, information)
Descriptors of Levels of Learning Illustrative Verbs
Secondary/Post-Secondary Levels (undergraduate)
1. Knowledge – remembering previously learned material. The skill may involve recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. Knowledge – enumerate, define, describe, identify, label, list, match, name, outline, recall, recite, recollect, relate, reproduce, select, state
2. Comprehension – the ability to grasp meaning of material. This skill may be shown by translating material from one form to another (words or numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). Comprehension – change, construct, convert, decode, defend, define, describe, distinguish, discriminate, estimate, explain, extend, generalize, give example, illustrate, infer, paraphrase, predict, restate, rewrite, solve, summarize
3. Application – the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Application – apply, change, compute, demonstrate, develop, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, organize, predict, prepare, produce, relate, solve, transfer, use
Graduate Level
4. Analysis – the ability to break down material into its component parts so that its organizational structure may be understood. This skill may include the identification of the parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Analysis – analyze, breakdown, classify, compare, contrast, determine, deduce, diagram, differentiate, distinguish, identify, illustrate, infer, outline, point out, relate, select, separate, subdivide
Doctoral Level
5. Synthesis – 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). Synthesis – categorize, combine, compile, compose, conceive, construct, create, design, devise, establish, explain, formulate, generate, invent, make manage, modify, organize, originate, plan, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, tell, write
6. Evaluation – 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. Evaluate – appraise, ascertain, choose, compare, conclude, contrast, criticize, decide, defend, describe, discriminate, explain, interpret, justify, relate, resolve, summarize, support, validate, write (a review)
Note: basic analysis is expected at the upper division undergraduate level; basic synthesis is expected of better students at the graduate (master’s degree) level; doctoral level includes analysis and critique. Where doctoral level includes application is should be post-synthesis application, not basic application.

Adapted from Benjmin Bloom, Taxonomy of Educational Objectives, 2nd ed; M. Fowler, 2001
Identify Bloom’s Taxonomy Cognitive Levels in the reading and & provide an example, especially of application and analysis.

on Hospital Ethics Committees and the Dismissal of Nursing Ethical Concerns: A Feminist Perspective (pages 117-135)

Based on the provided text, let’s identify the Bloom’s Taxonomy cognitive levels demonstrated in the reading:

Knowledge (Remembering): In the given text, the level of knowledge is demonstrated through the recall and enumeration of facts, theories, and information related to hospital ethics committees and the dismissal of nursing ethical concerns.
Example: The reading discusses the functions and roles of hospital ethics committees and provides an overview of nursing ethical concerns that may arise.

Comprehension (Understanding): The comprehension level is shown through the interpretation and explanation of the material. It involves grasping the meaning of the content and summarizing it.
Example: The text explains the feminist perspective on hospital ethics committees and how they may dismiss nursing ethical concerns. It also explores the consequences and effects of such dismissals.

Application (Applying): Application refers to the ability to use learned material in new and concrete situations. It involves applying rules, principles, and theories to practical scenarios.
Example: In the reading, application could be demonstrated by discussing specific case studies or scenarios where hospital ethics committees have dismissed nursing ethical concerns, and analyzing the application of ethical principles and theories in those situations.

Analysis (Analyzing): Analysis involves breaking down material into its component parts, understanding its organizational structure, and recognizing the relationships and principles involved.
Example: The reading may demonstrate analysis by examining the different factors that contribute to the dismissal of nursing ethical concerns by hospital ethics committees. It could involve identifying the organizational structure of committees, the roles of different stakeholders, and analyzing the underlying reasons for dismissals.

It is important to note that the provided text does not explicitly illustrate examples of synthesis or evaluation, which are higher levels in Bloom’s Taxonomy.

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