Dimension

Definition

Example and Assessment Format

Remember

Promoting retention of the presented material in much the same form as it was taught

Recognizing

Locating knowledge in long-term memory that is consistent with presented material

Example: The learner will identify the correct dates of important events in history

Assessment: Matching and multiple choice

Recalling

Retrieving relevant knowledge from long-term memory when given a prompt to do so

Example: the learner will recall the whole-number multiplication facts.

Assessment: Fill in the blank

Understand

Constructing meaning from instructional messages including oral, written, and graphic communication

Interpreting

Converting information from one representational form to another

Example: The learner will draw pictorial representations of various natural phenomena.

Assessment: Constructed and selected responses

Exemplifying

Giving specific examples, an instance or defining the features of a general concept or principle

Example: The learner will give examples of various artistic painting styles

Assessment: Constructed responses

Classifying

Recognizing that something belongs to a certain category or detecting relevant features/patterns that fit the concept or principle

Example: The learner will determine the categories to which numbers belong.

Assessment: Constructed and selected responses

Summarizing

Suggesting a single statement that represents information or abstracts a general theme

Example: The learner will summarize the purposes of various subroutines in a computer program.

Assessment: Constructed and selected responses

Inferring

Finding a pattern within a series of examples and inducing a pattern based on given information or a series of examples

Example: The learner will formulate a principle regarding when to use la and el from given Spanish article-noun pairs

Assessment: completion, analogy & oddity tasks

Comparing

Detecting similarities and differences between two or more objects, events, ideas, problems or situations

Example: The learner will compare how the American Revolution is like a family fight or an argument between friends.

Assessment: Mapping and graphic organizers

Explaining

Constructing and using a cause-effect model of a system

Example: The learner will explain how differences in temperature affect the formation of lightning.

Assessment: Reasoning, troubleshooting & redesigning tasks

Apply

Executing

Carrying out a procedure when given a familiar task/exercise

Example: The learner will divide one whole number by another, both with multiple digits.

Assessment: Solve a familiar completion task

Implementing

Selecting and using a procedure to perform an unfamiliar task/exercise

Example: The learner will use the most effective, efficient, and affordable method of conducting a research study to address a specific research question.

Assessment: Solve an unfamiliar completion task

Analyze

Breaking material into its constituent parts and determining how the parts are related to one another and to an overall structure

Differentiating

Distinguishing the parts of a whole structure in terms of their relevance or importance. It occurs when one can discriminate relevant from irrelevant information, or important from unimportant information, and then attends to the relevant or important information

Example: The learner will describe lightning formation and then divide the process into major steps.

Assessment: Constructed and selected responses

Organizing

Building systematic and coherent connections among pieces of information.

Example: The learner will outline a chapter/book/story

Assessment: Constructed and selected responses

Attributing

Ability to ascertain the point of view, biases, values or intention underlying communications

Example: The learner will determine the point of view of the author of a report/book/essay.

Assessment: Constructed and selected responses

Evaluate

Making judgments based on clearly defined criteria and standards

Checking

Involves testing for internal inconsistencies or fallacies

Example: The learner will point out the logical flaws in a persuasive writing.

Assessment: constructed and selected responses

Critiquing

Judging a product or operation based on externally imposed criteria and standards

Example: The learner will judge which of the two alternative methods is more effective.

Create

Putting elements together to form a coherent or functional whole. It may or may not include originality or uniqueness. It is drawing upon elements from many sources and putting them together into a structure or pattern relative to one’s own prior knowledge

Generating

Redefining, arriving at alternatives or hypothesis that meet certain criteria

Example: Given a description of a problem, the learner will produce alternative solutions.

Assessment: Constructed responses by listing all possible consequences or uses