THE KNOWLEDGE DIMENSIONS
| MAJOR TYPES AND SUBTYPES | EXAMPLES |
| A. FACTUAL KNOWLEDGE – The basic elements students must know to be acquainted with a discipline or solve problem in it | |
| 1. Knowledge of terminology | Technical vocabulary, music symbols |
| 2. Knowledge of specific details and elements | Major natural resources, reliable sources of information |
| B. CONCEPTUAL KNOWLEDGE – The relationship among the basic elements within a larger structure that enable them to function together | |
| 1. Knowledge of classification and categories | Period of geological time, forms of business ownership |
| 2. Knowledge of principles and generalizations | Pythagorean theorem, law of supply and demand |
| 3. Knowledge of theories, models, and structures | Theory of evolution, structure of congress |
| C. PROCEDURE KNOWLEDGE – How to do something, methods of inquiry, and criteria for using skills, algoritm, techniques, and methods | |
| 1. Knowledge of subject-specific skills and algorithms | Skill used in painting with water color, whole number division algorithm |
| 2. Knowledge of subject-specific techniques and methods | Interviewing techniques, scientific method |
| 3. Knowledge of criteria for determining when to use appropriate procedures | Criteria used to determine when to apply a procedure involving Newton’s second law, criteria used to judge the feasibility of using a particular method to estimate business costs |
| D. METACOGNITIVE KNOWLEDGE – Knowledge of cognition on general as well as awareness and knowledge of one’s own cognition | |
| 1. Strategic knowledge | Knowledge of outlining as a mean of capturing the structure of a unit of subject matter in a text book, knowledge of the use of heuristics |
| 2. Knowledge about cognitive task, including appropriate contextual and conditional knowledge | Knowledge of the types of test particular teachers administer, knowledge of the cognitive demand of the different tasks |
| 3. Self knowledge | Knowledge that critiquing essays in a personal strength, whereas writing essays in a personal weakness; awareness of one’s own knowledge level |
Relationship of global, educational, and instructional objectives
| | LEVEL OF OBJECTIVE | ||
| GLOBAL | EDUCATIONAL | INSTRUCTIONAL | |
| SCOPE | Broad | Moderate | Narrow |
| TIME NEEDED TO LEARN | One or more years (often many) | Weeks or month | Hours or days |
| PURPOSE OR FUNCTION | Provide vision | Design curriculum | Prepare lesson plan |
| EXAMPLE OF USE | Plan a multiyear curriculum | Plan unit of instruction | Plan daily activities, experiences, and exercises |
THE COGNITIVE PROCESS DIMENSION
| CATEGORIES AND COGNITIVE PROCESSES | ALTERNATIVE NAMES | DEFINITION AND EXAMPLES |
| 1. REMEMBER – Retrieve relavant knowledge from long-term memory | ||
| 1.1. RECOGNIZING | Identifying | Locating knowledge in long-term memory that is consistent with presented material (e.g., Recognize the dates of important events in INA history) |
| 1.2. RECALLING | Retrieving | Retrieving relevant knowledge from long-term memory (e.g., Recall the dates of important event in INA history) |
| 2. UNDERSTAND – Construct meaning from instructional messages, including oral, written, and graphic communication | ||
| 2.1. INTERPRETING | Clarifying Paraphrasing Representing Translating | Changing from one form of representation (e.g., numerical) to another (e.g., verbal) (e.g., paraphrase important speeches and documents) |
| 2.2. EXEMPLIFYING | Illustrating Instantiating | Finding a specific example or illustration of a concept or principle (e.g., give example of various artistic painting style) |
| 2.3. CLASSIFYING | Categorizing Subsuming | Determining that something belongs to a category (e.g., concept or principle) (e.g., classify observed or described cases of mental disorder) |
| 2.4. SUMMARIZING | Abstracting Generalizing | Abstracting a general theme or major point(s) (e.g., write a short summary of the events portrayed on a videotape) |
| 2.5. INFERRING | Concluding Extrapolating Interpolating Predicting | Drawing a logical conclusion from presented information (e.g., in learning a foreign language, intergramatical principles from examples) |
| 2.6. COMPARING | Contrasting Mapping Matching | Detecting correspondences between two ideas, object, and the like (e.g., compare historical event to contemporary situations) |
| 2.7. EXPLAINING | Constructing Models | Constructing a cause-and-effect models of a system (e.g., Explain the causes of important 18th century events in France) |
| 3. APPLY – Carry out or use a procedure in a given situation | ||
| 3.1. EXECUTING | Carrying out | Applying a procedure to a familiar task (e.g., divide one whole number by another whole number, both with multiple digits) |
| 3.2. IMPLEMENTING | Using | Applying a procedure to unfamiliar task (e.g., use Newton’s second law in situation in which it is appropriate) |
| 4. ANALYZE– Break material into its constituent part and determine how the parts relate to one another and to an overall structure or purpose | ||
| 4.1. DIFFERENTIATING | Discriminating Distinguishing Focusing Selecting | Distinguishing relevant from irrelevant parts of important from unimportant parts of presented material (e.g., distinguish between relevant and irrelevant numbers in a mathematical word problem) |
| 4.2. ORGANIZING | Finding Coherence Intergrating Outlining Parsing Structuring | Determining how elements fit or function within a structure (e.g., structure evidence in a historical description into evidence for and against a particular historical explanation) |
| 4.3. ATTRIBUTING | Deconstruction | Determine a point of view, bias, values, or intent underlying presented material (e.g., determine the point of view of the author of an essay in terms of his or her political perspectives) |
| 5. EVALUATE– Make judgment based on criteria and standards | ||
| 5.1. CHECKING | Coordinating Detecting Monitoring Testing | Detecting inconsistencies or fallacies within a process or product, determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented (e.g., determine if a scientist’s conclusions follow from observed data) |
| 5.2. CRITIQUING | Judging | Detecting inconsistencies between a product and external criteria, determining whether product has external consistency; detecting the appropriateness of a procedure for a given problem (e.g., judge which of two methods is the best way to solve a given problem) |
| 6. CREATE – Put elements together to form a coherent or functional whole reorganize elements into a new pattern or structure | ||
| 6.1. GENERATING | Hypothesizing | Coming up with alternative hypotheses based on criteria (e.g., generate hypotheses to account for and observed phenomenon) |
| 6.2. PLANNING | Designing | Devising a procedure for accomplishing some task (e.g., plan a research paper on a given historical topic) |
| 6.3. PRODUCING | Constructing | Inventing a product (e.g., build habitats for a specific purpose) |
taken from
Krathwohl, D. R. dan Anderson, L. W.2001. A Taxonomy for Learning, Teaching, and Assessing. New York: Addison Wesley Longman,Inc.
