ain model. Debate continues as to the order of levels five and six, which is interesting given that Bloom's Taxonomy states that the levels must be mastered in order.
In my humble opinion it's possible to argue either case (Synthesis then Evaluation, or vice-versa) depending on the circumstances and the precise criteria stated or represented in the levels concerned, plus the extent of 'creative thinking' and 'strategic authority' attributed to or expected at the 'Synthesis' level. In short - pick the order which suits your situation. (Further comment about synthesis and evaluation priority.)
|level||category or 'level'||behaviour descriptions||examples of activity to be trained, or demonstration and evidence to be measured||'key words' (verbs which describe the activity to be trained or measured at each level)|
|1||Knowledge||recall or recognise information||multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure||arrange, define, describe, label, list, memorise, recognise, relate, reproduce, select, state|
|2||Comprehension||understand meaning, re-state data in one's own words, interpret, extrapolate, translate||explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors||explain, reiterate, reword, critique, classify, summarise, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise, paraphrase, reference, example|
|3||Application||use or apply knowledge, put theory into practice, use knowledge in response to real circumstances||put a theory into practical effect, demonstrate, solve a problem, manage an activity||use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play|
|4||Analysis||interpret elements, organizational principles, structure, construction, internal relationships; quality, reliability of individual components||identify constituent parts and functions of a process or concept, or de-construct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs||analyse, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide|
|5||Synthesis (create/build)||develop new unique structures, systems, models, approaches, ideas; creative thinking, operations||develop plans or procedures, design solutions, integrate methods, resources, ideas, parts; create teams or new approaches, write protocols or contingencies||develop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify|
|6||Evaluation||assess effectiveness of whole concepts, in relation to values, outputs, efficacy, viability; critical thinking, strategic comparison and review; judgement relating to external criteria||review strategic options or plans in terms of efficacy, return on investment or cost-effectiveness, practicability; assess sustainability; perform a SWOT analysis in relation to alternatives; produce a financial justification for a proposition or venture, calculate the effects of a plan or strategy; perform a detailed and costed risk analysis with recommendations and justifications||review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project-manage|
Based on the 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and reproduced with permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956).
Note that levels 5 and 6, Synthesis and Evaluation, were subsequently inverted by Anderson and Krathwhol in 2001, on which point:
cognitive domain - order ranking of 'synthesis' and 'evaluation'
In my view, the question of the order of Synthesis and Evaluation is dependent upo