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.
- Retrieve relevant knowledge from long-term memory.
- Construct meaning from instructional messages, including oral, written,and
- Carry out or use a procedure in a given situation
- Break material into constituent parts and determine how parts relate
to one another and to an overall structure or purpose.
- Make judgements based on criteria and standards.
- Put elements together to form a coherent or functional whole; reorganize
elements into a new pattern or structure.
- Students will achieve a level of understanding regarding their personal
lifestyles and how the choices they make in their own lives change the
- Apply concepts learned in class to implement a recycling program.
- 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.
- Given a set of occurances, students will be able to conclude which outcome is most likely.
- Devise and put into use, a method of counting votes in an election.
- Understand fund raising and grant-making as function of the donor/beneficiary relationship and to apply theoretical principles to the act of fund raising.
- Students will be able to combine healthy ingredients into an entire meal.
- Given a set of guidelines, students will be able to compose poetry which follows the contraints set out.
- Students will be able to draw conclusions based on their knowledge of
how a system works.
- Complete a theme-based or place-based historical reconstruction of a topic or site.
- Describe the history (and pre-history) of wildland fire.
- Differentiate between the terms gender and sex and understand the differences.
- As a result of this class, students will be able to execute and demonstrate to others, complex conservation techniques in their own area.
- Use the chemistry and composition of foods to explain how it relates to the quality of a food product.
- Explain why an understanding of wildland fire ecology is important.
- Consider the connection between structure of the landscape and function of ecosystems within that landscape.
- To identify the names, professional identities, and ideas of two or three of the major western sexologists
- Students will be able to place important events in the order in which they happened.
- 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 the future of political activism among certain demographic groups in the United States
- Students will be able to rank current political issues on how they feel emphasis should be placed.
- Summarize an article, speech or book
in the students own words.
- Students will be able to demonstrate knowledge of each step a bill takes on its way through the legislative system.