Cognitive Process Dimension - Bloom's stAIrcase

The Cognitive Process Dimension represents a continuum of increasing cognitive complexity — from lower order thinking skills to higher order thinking skills. Anderson and Krathwohl (2001) identify nineteen specific cognitive processes that further clarify the scope of the six categories.

This taxonomy provides a framework for determining and clarifying learning objectives. Learning activities often involve both lower order and higher order thinking skills as well as a mix of concrete and abstract knowledge.

The content of this page is adapted from Rex Heer's A Model of Learning Objectives based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, published by the Center for Excellence in Learning and Teaching at Iowa State University. View the original source.

lower order thinking skills higher order thinking skills
remember	understand	apply	analyze	evaluate	create
recognizing identifying recalling retrieving	interpreting clarifying paraphrasing representing translating exemplifying illustrating instantiating classifying categorizing subsuming summarizing abstracting generalizing 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 constructing