-- Distance & Continuing Education - Oregon State University

Taxonomy Table Examples

Examples taken from OSU Extended Campus distance courses and adapted from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Lorin W. Andersin, David R. Krathwohl; et al. 2001 Addison Wesley Longman, Inc.

Factual Knowledge: The basic elements students must know to be acquainted with a discipline or solve problems in it.
Conceptual Knowledge: The interrelationships among the basic elements within a larger structure that enable them to function together.
Procedural Knowledge: How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
Meta-cognitive Knowledge: Knowledge of cognition in general as well as awareness and knowledge of one's own cognition.
Remember: Retrieve relevant knowledge from long-term memory.
Understand: Construct meaning from instructional messages, including oral, written,and graphic communication.
Apply: Carry out or use a procedure in a given situation
Analyze: Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose.
Evaluate: Make judgements based on criteria and standards.
Create: Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.
Achieve: Students will achieve a level of understanding regarding their personal lifestyles and how the choices they make in their own lives change the environment.
Action: Apply concepts learned in class to implement a recycling program.
Actualize: Engage in activism on behalf of social justice for women.
Appropriate Use: Use the Science of Foods terminology in relation to discussing foods or food products.
Assess: Given a set of occurances, students will be able to conclude which outcome is most likely.
Calculate: Devise and put into use, a method of counting votes in an election.
Classify: Understand fund raising and grant-making as function of the donor/beneficiary relationship and to apply theoretical principles to the act of fund raising.
Combine: Students will be able to combine healthy ingredients into an entire meal.
Compose: Given a set of guidelines, students will be able to compose poetry which follows the contraints set out.
Conclude: Students will be able to draw conclusions based on their knowledge of how a system works.
Construct: Complete a theme-based or place-based historical historical reconstruction of a topic or site.
Describe: Describe the history (and pre-history) of wildland fire.
Differentiate: Differentiate between the terms gender and sex and understand the differences.
Execute: As a result of this class, students will be able to execute and demonstrate to others, complex conservation techniques in their own area.
Experiment: Use the chemistry and composition of foods to explain how it relates to the quality of a food product.
Explain: Explain why an understanding of wildland fire ecology is important.
Interpret: Consider the connection between structure of the landscape and function of ecosystems within that landscape.
List: To identify the names, professional identities, and ideas of two or three of the major western sexologists
Order: Students will be able to place important events in the order in which they happened.
Plan: Students will make personal and professional decisions regarding their own participation with non-profit organizations, third sector professions, citizen leadership, voluntary action, philanthropic studies and research, graduate education, volunteering and gifting and other philanthropic activities.
Predict: Predict the future of political activism among certain demographic groups in the United States
Rank: Students will be able to rank current political issues on how they feel emphasis should be placed.
Summarize: Summarize an article, speech or book in the students own words.
Tabulate: Students will be able to demonstrate knowledge of each step a bill takes on its way through the legislative system.