1. 1. Knowledge: Remembering or retrieving previously learned material.
   Sample Verbs: know, identify, relate, list, define, recall, memorize, repeat, record, name, recognize, acquire etc.

 

2. 2. Comprehension: The ability to grasp or construct meaning from material.
   Sample Verbs:  restate ,locate, report, recognize, explain, express,identify, discuss, describe, discuss,review ,infer, illustrate, interpret, draw, represent, differentiate, conclude etc.

 

3. 3. Application: The ability to use learned material, or to implement material in new and concrete situations.
   Sample Verbs: apply, relate, develop, translate, use,operate,organize, employ, restructure, interpret, demonstrate, illustrate,practice, calculate, show, exhibit etc.

 

4. 4. Analysis: The ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood.
   Sample Verbs analyze, compare, probe, inquire, examine, contrast, categorize, differentiate, contrast, investigate, detect survey ,classify, deduce, experiment etc.

 

5. 5. Synthesis: The ability to put parts together to form a coherent or unique new whole
   Sample Verbs : compose, produce, design, assemble, create, prepare ,predict, modify, tell, plan, invent formulate, collect set etc.

 

6. 6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose.
   Sample Verbs  : judge, assess, compare, evaluate, conclude, measure, deduce, argue, decide ,choose, rate ,select, estimate, validate, consider, appraise, value, criticize, infer etc.

1. Receiving : This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention.

2. Responding : This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.

3. Valuing : This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to a value.

4. Organization : This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system.   As values or beliefs become internalized, the leaner organizes them according to priority.

5. Characterization – the Internalization of values : This refers to the learner’s highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.

1. 1. Origination : Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.

 

2. 2. Adaptation : Skills are well developed and the individual can modify movement patterns to fit special requirements.

 

3. 3. Complex overt response: The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce.

 

4. 4. Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.

 

5. 5. Guided response : The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

 

6. 6. Set : Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets).

 

7. 7. Perception (awareness) : The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation.