2.3: Bloom’s Basic Cognitive Domain - Knowledge

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Knowledge: Both the long-term and the short-term objectives should indicate that at this level, the student is expected only to demonstrate the ability to recognize, and recall previously learned information.

Mathematics

Since knowledge of addition combinations is prerequisite to students’ involvement in higher mathematics, many teachers insist that the memorization of these combinations begin early in each student’s mathematical development.

Long-term Objective

Example: The student will display knowledge of addition combinations.

In virtually all instances, the learning of addition combinations is a process of memorization. Hence, this is a knowledge-level objective, and the term “display” assures the dictate for observable pupil performance in the short-term objective.

Short-Term Objective

Example: As an oral activity, the student will recite the answer to each of five, single-digit addition problems within two attempts.

A knowledge-level activity, with its requirement for the recitation of addition combinations, this measurable short-term objective is precise in its conditions (“As an oral activity”); performance (“recite”); and minimal standards of acceptable performance (“each of five single-digit addition problems within two attempts”).

Science

If the student does not know the four seasons when she begins school, it is the teacher’s responsibility to assist her in memorizing them.

Long-Term Objective

Example: The student will evidence knowledge of the seasons.

A literal interpretation of the term “knowledge” discloses this as a knowledge-level objective; and the term “evidence” dictates the call for demonstrable pupil performance.

Short-Term Objective

Example: In a conversation with her teacher, the student will recite the names of the four seasons in sequence, within two attempts and with no prompting.

With the dictate for the recitation of memorized information, this is a knowledge-level activity, with clearly defined conditions (“In a conversation with her teacher”); behavior (“recite”); and minimal standards (“names of the four seasons in sequence within two attempts and with no prompting”).

Social Studies

Shortly after memorizing her telephone number and address, it is important that the student know the name of her state and its capital.

Long-Term Objective

Example: The student will display knowledge of the name of her state and its capital.

This is a knowledge-level task requiring the memorization of information. Also, the objective dictates that the student display this knowledge.

Short-Term Objective

Example: In a teacher-led small-group discussion, the student will recite the name of her state and its capital.

This is a knowledge-level activity involving rote memorization. The conditions are clear (“In a teacher-led small-group discussion”); the behavior is observable (“recite”); and the minimal standards are defined (“the name of her state and its capital”).

English Language Arts

Despite the teacher’s approach to the teaching of reading, there are certain “sight” words that must be memorized (e.g. is, this, that, the ). Hence, such memorization is essential in the development of further reading skills.

Long-Term Objective

Example: The student will display knowledge of sight words.

Involvement with sight words is almost certain to be a knowledge-level activity, and the word “display” mandates the necessity for observable pupil performance in the following short-term objective. This long-term objective can be met through a number of activities. One such activity follows.

Short-Term Objective

Example: When presented with ten sight words on individual flash cards, the student will correctly recite the name of each within two attempts.

This is a knowledge-level objective, as evidenced by student performance that is based on the memorization of sight words. Clear and direct also are the conditions (“When presented with ten sight words on individual flash cards”); pupil behavior (“recite”); and minimal standards of acceptable performance (“correctly recite the name of each within two attempts”).

Daily Living Skills

Knowledge of personal information is precursory to daily, independent living. Thus, if the child cannot demonstrate knowledge of necessary biographical data about himself, it is the teacher’s responsibility to assist him in the acquisition of such information.

Long-Term Objective

Example: The student will show knowledge of pertinent personal information.

In most instances, personal information is memorized. Hence, this long-term objective foretells the knowledge-level performance that will be expected in the short-term objective. Additionally, the term “show” is indicative of expected and observable student performance.

Short-Term Objective

Example: In a conversation with her teacher, the student will recite: her first and last name; telephone number, including area code; address, including zip code; age, month, day, and year of birth.

Although a knowledge-level objective, this short-term objective is simultaneously precise and encompassing in its content. Specifically, the conditions are clear (“In a conversation with her teacher”), the behavior is distinct and succinct (“recite”), and the minimal standards of acceptable performance are numerous but clear and specific.

Employability Training Skills

Example: Prior to the actual operation of machinery, the student must first know some of the machine’s functions. Thus, she must display some knowledge of the functions of the machines.

Long-Term Objective

Example: The student will display knowledge of office machines.

In this knowledge-level assignment, operational skills are not implied; only evidence of memorized factual information is expected, and the term “display” implies that such memorization be demonstrated. The following short-term objective stresses the requirement of observable pupil performance as evidence of objective fulfillment.

Short-Term Objective

Example: When presented with the names of two office machines, on a worksheet, the student will correctly list at least three functions of each.

This is a knowledge-based objective, as implied by the listing requirement. The objective is direct and clear with respect to: conditions (“When presented with the names of two office machines, on a worksheet”, behavior (“list”), and minimal standards (“at least three functions of each”)