LITREToolKit

Addressing the cognitive domain can help influence the amount of knowledge students have in an area (Dooley, Linder, & Dooley, 2005).

Cognitive domain levels and verbs

Knowledge: Learn specific facts, ideas, and vocabulary and reiterate in similar form

Comprehension: Communicate knowledge and interpret previous learning

Application: Use learned knowledge and interpret previous situation

Analysis: Break down an idea into its parts and perceive the interrelationship

Synthesis: Use elements in new patterns and relationships

Evaluation: Make decisions or judgements based on chosen criteria of standards

choose
collect
copy
define
describe
discover
experiment
find
identify
indicate
label
list
locate
mark
match
name
narrate
observe
produce
provide
read
recall
recite
recognize
record
relate
repeat
report
select
sort
spell
state
tell
underline
write

calculate
categorize
change
classify
communicate
define
describe
discuss
distinguish
expand
generalize
illustrate
in yourown words
infer
inform
interpret
name alternatives
outline
paraphrase
rearrange
reconstruct
relate
restate
retell
reword
rewrite
select
summarize
tell the meaning of
translate
verbalize
write

adapt
apply
assemble
build
calculate
compute
construct
demonstrate
develop
discover
discuss
dramatize
draw
experiment
formulate
gather
illustrate
make
make use of
manipulate
operate
practice
prepare
put into action
relate
report use
revise
search
show
solve
survey
tell
try
utilize

analyze
appraise
arrange
break down
categorize
classify
compare
contrast
decipher
deduce
determine
diagram
differntriate
causes
dissect
distinguish
examine
experiment
explain
generalize
group
illustrate
infer
investigae
model
modify
order
outline
predict
question
reason why
relate
separate
sequence
solve
specify
subdivide

alter
change
combine
compose
construct
create
depict
design
develop
devise
estimate
expand
forecast
form a new
generate
hypothesize
imagine
inforporate
infer
integrate
invent
modify
organize
plan
predict
porduce
relate
simplify
synthesize

accept
appraise
argue
assess
challenge
choose
classify
criticize
critique
debate
decide
defend position
determine
discuss
document
draw conclusions
editorialize
establish
evaluate
hypothesize
interpret
judge
justify
prioritize
rank
rate
recommend
refute
reject
speculate
test
value
verify

*Bloom & Krathwohl (1956)

Bloom, B., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook I: Cognitive domain. New York, Longmans, Green.

Dooley, K. E., Linder, J. R., & Dooley, L. M. (2005). Advanced methods in distance educations: Applications and practices for educators, administrators and learners. Hershey, PA: Information Science Processing.