BLOOMS Taxonomy and its SIGNIFICANCE to us all..

A statement of a learning objective contains a verb (an action) and an object (usually a noun).

• The verb generally refers to [actions associated with] the intended cognitive process.
• The object generally describes the knowledge students are expected to acquire or construct.
  (Anderson and Krathwohl, 2001, pp. 4–5)

The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. Anderson and Krathwohl identify 19 specific cognitive processes that further clarify the bounds of the six categories (Table 1).

Table 1. The cognitive processes dimension — categories, cognitive processes (and alternative names)
remember	understand	apply	analyze	evaluate	create
recognizing (identifying) recalling (retrieving)	interpreting (clarifying, paraphrasing, representing, translating) exemplifying (illustrating, instantiating) classifying (categorizing, subsuming) summarizing (abstracting, subsuming) inferring (concluding, extrapolating, interpolating, predicting) comparing (contrasting, mapping, matching) explaining (constructing models)	executing (carrying out) implementing (using)	differentiating (discriminating, distinguishing, focusing, selecting) organizing (finding coherence, integrating, outlining, parsing, structuring) attributing (deconstructing)	checking (coordinating, detecting, monitoring, testing) critiquing (judging)	generating (hypothesizing) planning (designing) producing (construct)

(Table 1 adapted from Anderson and Krathwohl, 2001, pp. 67–68.)