NARRATIVE REPORT

On the Taxonomy of Behavioral Objectives in the Cognitive Domain by

Benjamin S. Bloom:
(Comprehension, Application, Analysis, Synthesis, and Evaluation)

Submitted by: Submitted to:

Jeff R. Lanuevo Ma’am Maria Milagros Daiz
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INTRODUCTION
The Cognitive Domain contains the outcome which are related to the acquisition
and application of knowledge and understanding, and probably includes the great
majority of educational and training learning outcomes. Bloom and his co-workers
also divided the cognitive domain into six distinct levels, each level building on
those and representing a progressively higher level of cognitive activity.

This narrative report shall explore the flow of the actual presentation as well as the
content to be discussed.

This report shall explore Benjamin S. Bloom’s Taxonomy in the cognitive domain,
focusing on the levels of Comprehension, Application, Analysis, Synthesis, and
Evaluation. The report will provide an overview of each level, along with examples
and discussions of their significance in learning and education.

This report shall provide an outline of the activities to be conducted by the reporter
during his presentation, following this sequence:

1. Motivational Game (Hook)

2. Introduction (Catch)
3. Discussion Proper
4. Summary and Conclusion

Note: The Motivational Game will be conducted at the beginning of the entire report so as
to encourage participation and to springboard/introduce the students to the topic.
 MOTIVATIONAL GAME: “BLOOM’S BINGO!”

Bloom’s Bingo!
Mechanics:
 Each student shall be provided with a Bingo Card
 The Bingo Card shall contain word/s or phrases are related to Bloom's
Taxonomy's, the Three Domains, and their distinct levels.
 The reporter shall call out a word or phrase related to Bloom’s Taxonomy.
 Students mark the word or phrase on their bingo cards if it is called out by the
reporter.
 The first student to achieve bingo (a row, column, or diagonal) announces
"Bloom's Bingo!"
 To verify the bingo, the student explains the meaning or provides an example
of each marked word or phrase.
 The first three winners shall receive a prize which will be determined by the
reporter.

Sample Bingo Card:

=
Bloom’s Bingo!
REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING

COGNITIVE PSYCHOMOTOR KNOWLEDGE SYNTHESIS AFFECTIVE

DEFINE CLASSIFY USE JUDGE

RECALL EXPLAIN IMPLEMENT DIFFERENTIATE CRITIQUE

9
MEMORIZE INTERPRET EXECUTE EXAMINE ASSESS

Words used (35 in total) :

1. Remembering 13. Classify 25. Examine
2. Understanding 14. Use 26. Assess
3. Applying 15. Compare 27. List
4. Analyzing 16. Judge 28. Summarize
5. Evaluating 17. Recall 29. Execute
6. Creating 18. Explain 30. Investigate
7. Cognitive 19. Implement 31. Justify
8. Psychomotor 20. Differentiate 32. Design
9. Knowledge 21. Critique 33. Formulate
10. Synthesis 22. Memorize 34. Produce
11. Affective 23. Interpret 35. Construct
12. Define 24. Apply

INTRODUCTION (HOOK)
From simple recall to complex creation in the field of education, Benjamin
Bloom's Taxonomy provides a framework for understanding how we learn. This
session, we shall delve into the Cognitive Domain, examining the levels of
Comprehension, Application, Analysis, Synthesis, and Evaluation.
At its core, Bloom's Taxonomy echoes the sentiment of the great philosopher,
Aristotle: 'The whole is more than the sum of its parts.' This tells us the importance
of moving beyond individual pieces of information to grasp the interconnectedness of
knowledge and achieve deeper understanding.

DISCUSSION PROPER
(After 1st Level, “Knowledge”)

2. COMPREHENSION
This represents the lowest level of understanding. It refers to a type of
understanding. It refers to a type of understanding or apprehension such that the individual
knows what is being communicated and can make use of the material or idea being
communicated without necessarily relating it to other materials or seeing its fullest
implications.

2.1 Translation
Comprehension as evidenced by the care and accuracy with which the
communication is paraphrased or rendered from one language or form of
communication to another. Translation is judged on the basis of faithfulness and
accuracy, that is, on the extent to which the material in the original communication, is
preserved although the form of the communication has been altered.
 The ability to understand non-literal statements (metaphor, symbolism, irony,
exaggeration).
 Skill in translating verbal material into symbolic statements and vice versa.
 Examples:
Write the following as algebraic expression:
1. Twice the length(l) added to twice the width (w)
2. One-half the product of the base (b) and the altitude (a)

2.2 Interpretation
The explanation or summarization of a communication. Whereas translation
involves an objective part-for-part rendering of a communication, interpretation
involves a reordering, rearrangement, or a new view of the material.
 The ability to grasp the thought the work as a whole at any desired level of
generality.
 The ability to interpret various types of social data.

Examples:
Explain the following:
1. Rules in determining significant digits.
2. Principles in Multiplication

2.3. Extrapolation
The extension of trends or tendencies beyond the given data to determine
implications, consequences, corollaries, effects, etc., which are in accordance with
the conditions described in the original communication.
 The ability to deal with the conclusions of a work in terms of the immediate
inference made from the explicit statements.
 Skill in predicting continuation of trends.

Examples:
1. What’s the message of the poem?
2. Paraphrase: Nothing is old but mind.

3. APPLICATION
The use of abstractions in particular and concrete situations. The abstractions may
be in the form of general ideas, rules of procedures, or generalized methods. The
abstractions may also be technical principles, ideas, and theories which must be
remembered and applied.
 Application to the phenomena discussed in one paper of the scientific terms or
concepts used in other papers.
 The ability to predict the probable effect of a change in a factor on a biological
situation previously at equilibrium.

Examples:
1. What is the total surface area of a box dimension 6 in x 8 in x 12 in?
a) 216 square units c) 576 square units
b) 432 square units d) 600 square units
2. Kamen read 2/3 of a book and calculated that the read part is with 90 pages more
than the unread. How many pages is the whole book?

4. ANALYSIS
The breakdown of a communication into its constituent elements or parts such that
the relative hierarchy of ideas is made clear and/or the relations between the ideas
expressed are made explicit. Such analyses are intended to clarify the communication, to
indicate how the communication is organized, the way in which it manages to convey its
effects, as well as its basis and arrangement.
 4.1 Analysis of Elements
Identification of the elements included in a communication.
 The ability to recognize unstated assumptions.
 Skill in distinguishing facts from hypotheses.

Examples:
1. What (do you think) are the authors’ purpose in writing the essay?
2. Why should you use “is” not “are”, “her” not “his”, and “do” not “does”?

4.2 Analysis of Relationships

The connections and interactions between elements and parts of a
communication.
 Ability to check the consistency of hypotheses with given information and
assumptions.
 Skill in comprehending the interrelationships among the ideas in a passage.

Examples:
1. Represent and analyze quantitative relationships between dependent and
independent variables.
2. Analyze proportional relationships and use them to solve real-world and
mathematical problems.

4.3. Analysis of Organizational Principles

The organization, systematic arrangement, and structure which hold the
communication together. This includes the “explicit” as well as “implicit” structure. It
includes the bases, necessary arrangement, and the mechanics which make the
communication a unit.
 The ability to recognize form and pattern in literary or artistic works as a
means of understanding their meaning.
 Ability to recognize the general techniques used in persuasive materials, such
as advertising, propaganda, etc.

Examples:
1. Is the problem presented in the poem found in the Philippines? (The Man with a
Hoe)
2. Analyze the sentences that follow to determine whether they are coherent.

5. SYNTHESIS
The putting together of elements and parts so as to form a whole. This involves the
process of working with pieces, parts, elements, etc., and arranging and combining them in
such a way as to constitute a pattern or structure not clearly there before.

5.1 Production of Unique Communication

The development of a communication in which the writer or speaker attempts
to convey ideas, feelings, and/or experiences to others.
 Skill in writing, using an excellent organization of ideas and statements.
 Ability to tell a personal experience effectively.

Examples:
1. Suggest another title for the poem.
2. Write a paragraph describing a storm using the chronological order of
development.

5.2 Production of a plan or proposed set of operations.

 The development of a plan of work or the proposal of a plan of operations.
The plan should satisfy requirements of the task which may be given to the student
or which he may develop for himself.
 Ability to propose ways of testing hypotheses.
 Ability to plan a unit of instruction for a particular teaching situation.

Examples:
1. How would children study if there were no schools?
2. How would you make the sentence unified?

5.3 Derivation of a set of abstract relations

The development of a set of abstract relations either to classify or explain
particular data or phenomena, or the deduction of propositions and relations from a
set of basic propositions or symbolic representations.
 Ability to formulate appropriate hypotheses based upon an analysis of factors
involved, and to modify such hypotheses in the light of new factors and
considerations.
 Ability to make mathematical discoveries and generalizations.

Examples:
Derive the formula of the following:
1. Pythagorean Theorem
2. Distance Formula

6. EVALUATION
Judgements about the value of material and methods for given purposes.
Quantitative and qualitative judgements about the extent to which material and methods
satisfy criteria. Use of a standard of appraisal. The criteria may be those determined by the
student or those which are given to him/her.

6.1 Judgements in terms of internal criteria

Evaluation of the accuracy of a communication from such evidence as logical
accuracy, consistency, and other internal criteria.
 Judging by internal standards, the ability to assess general probability of
accuracy in reporting facts from the care given to exactness of statement,
documentation, proof, etc.
 The ability to indicate logical fallacies in arguments.

Examples
1. Studies in the area of neurosciences discussed that the human brain has limitless
capacity. What does this imply?
2. Education is a lifelong process. This means that education
a) Takes place in the school where the individual is exposed to specific, self-
contained experiences.
b) Is a continuous process of experiencing and reorganizing experiences.
c) May take place formally or informally to enable individual to grow
d) May take place anywhere and anytime the individual so desires.

6.2 Evaluation of material with reference to selected or remembered criteria.

 The comparison of major theories, generalization, and fats about particular
cultures,
 Judging from external standards, the ability to compare a work with the
highest known standards in its field – especially with other works of
recognized excellence.
 Examples
1. What is the touching part of the story?

SUMMARY AND CONCLUSION

Bloom's Taxonomy is a framework that outlines cognitive levels of learning,
progressing from basic recall to complex evaluation. The key levels in this taxonomy
include comprehension, which involves understanding information; application, or
using knowledge; analysis, which is breaking down information; synthesis, or
creating something new; and evaluation, which entails judging value. In essence,
Bloom's Taxonomy emphasizes that true learning progresses from simply
remembering information to the ability to evaluate it.