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In this model, each of the colored blocks shows an example of a learning objective that generally corresponds with each of the various combinations of the cognitive process and knowledge dimensions.
Next on the image is a 3-D rendering of a table:
On the Y axis is “The Knowledge Dimension” starting with “factual” at the bottom, and moving up to “conceptual,” then “procedural,” then “metacognitive”. On the X Axis is “The Cognitive Process Dimension” going from left to right with: “remembering,” “understanding,” “applying,” “analyzing,” “evaluating,” and “creating.” The intersection of “factional” and “remembering” is shown as the shortest cell, with cells getting higher as you move up the Y axis and right on the X axis towards the intersection of “metacognitive” and “creating,” which is the tallest cell.
Table data
| This cell is to signify that this is also a header column. The header column is “The Knowledge Dimension.” The header row contains “The Cognitive Process Dimension.” | remember: Retrieve relative 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 or standards. | create: Put elements together to form a coherent whole; reorganize into a new pattern or structure. |
|---|---|---|---|---|---|---|
| metacognitive: Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition. | Identify stratagies for retaining information. | Predict one’s response to culture shock. | Use techniques that match one’s strengths. | Deconstruct one’s biases. | Reflect on one’s progress. | Create an innovative learning portfolio. |
| procedural: How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. | Recall how to preform CPR. | Clarify assembly instructions. | Carry out pH tests of water samples. | Integrate compliance of regulations. | Judge efficiency of sampling techniques. | Design an efficient project workflow. |
| conceptual: tTe interrelationships among the basics elements within a larger structure that enable them to function together. | Recognize symptoms of exhaustion. | Classify adhesives by toxicity. | Provide advice to novices. | Differentiate high and low culture. | Determine relevance of results. | Assemble a team of experts. |
| factual: The basic elements students must know to be acquainted with a discipline or to solve problems in it. | List primary and secondary colors. | Summarize features of a new product. | Respond to frequently asked questions. | Select the most complete list of activities. | Check for consistency among sources. | Generate a log of daily activities. |
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A Model of Learning Objectives–based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives by Rex Heer, Center for Excellence in Learning and Teaching, Iowa State University is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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