Table 1 Cognitive Domain Learning Skills
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| Process: Information Processing | |
| Skill Cluster | Specific Skills |
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Collecting Data (from a disorganized source) |
Observing – seeing details in an environment/object Listening – purposeful collection of aural data Skimming – inventorying using key prompts Memorizing – active mental storage of information Recording – transcribing key information Measuring – obtaining data using a predetermined scale |
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Generating Data (to fill a void) |
Predicting – forecasting from experience Estimating – approximating from mathematical models Experimenting – inferring from empirical study Brainstorming – gathering ideas from previous experience |
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Organizing Data (for future use) |
Filtering – selecting data based on criteria Outlining – identifying primary and subordinate groupings Categorizing – associating data with established groups Systematizing – designing an organizational framework |
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Retrieving Data (from an organized source) |
Recognizing patterns – perceiving consistent repetitive occurrences Searching – locating information within a system Recalling – retrieving from memory Inventorying – retrieving from collective memory |
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Validating Information (for value) |
Testing perceptions – verifying based on interpretations Validating sources – verifying based on credibility Controlling errors – verifying based on procedures Identifying inconsistency – detecting outliers/anomalies Ensuring sufficiency – verifying data quantity/quality to suit the context |
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| Process: Constructing Understanding | |
| Skill Cluster |
Specific Skills |
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Analyzing (characterizing individual parts) |
Identifying similarities – recognizing common attributes of parts Identifying differences – recognizing/distinguishing attributes of parts Identifying assumptions – examining preconceptions/biases Inquiring – asking key questions Exploring context – seeing the relationship of parts to the environment |
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Synthesizing (creating from parts) |
Joining – connecting identifiable parts Integrating – combining parts into a new whole Summarizing – representing the whole in a condensed statement Contextualizing – connecting related parts to the environment |
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Reasoning (revealing meaning) |
Interpreting – adding meaning for better understanding Inferring – drawing conclusions from evidence and logic Deducing – arriving at conclusions from general principles Inducing – arriving at a general principle by observing specific instances Abstracting – describing the essence of an idea, belief, or value |
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Validating Understanding (for reliability) |
Ensuring compatibility – testing consistency with prior knowledge Thinking skeptically – testing against fundamental principles/schema Validating completeness – checking for missing aspects Bounding – recognizing the limits of the application of knowledge |
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| Process: Applying Knowledge | |
| Skill Cluster | Specific Skills |
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Performing with Knowledge (in real context) |
Clarifying expectations – defining proficiency level Strategizing – planning how to use knowledge Using prior knowledge – integrating unprompted knowledge Transferring – using ideas in a new context |
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Modeling (in abstract context) |
Analogizing – representing similar elements in dissimilar contexts Exemplifying – showing by example Simplifying – representing only primary features Generalizing – transferring knowledge to multiple contexts Quantifying – representing with numbers or equations Diagramming – clarifying relationships through visual representation |
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Being Creative (in new contexts) |
Challenging assumptions – exploring possibilities by relaxing constraints Envisioning – imagining desired conditions Linear thinking – generating new ideas from previous ideas Divergent thinking – taking variety of positions to stimulate ideas Transforming images – manipulating images to gain new insight Lateral thinking – generating new ideas from associations |
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Validating Results (for appropriateness) |
Complying – comparing results with accepted standards Benchmarking – comparing with results from best practices Validating – using alternative methods to test results |
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| Process: Solving Problems | |
| Skill Cluster | Specific Skills |
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Identifying the Problem (to establish focus) |
Recognizing the problem – stating what is wrong or missing Defining the problem – articulating a problem and need for solution Identifying stakeholders – naming key players/audiences Identifying issues – inventorying key stakeholder desires and concerns Identifying constraints – recognizing limitations to solutions |
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Structuring the Problem (to direct action) |
Categorizing issues – grouping by underlying principles Establishing requirements – articulating solution criteria Subdividing – separating into sub-problems Selecting tools – finding methods to facilitate solution |
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Creating Solutions (for quality results) |
Reusing solutions – adapting existing methods/results Implementing – executing accepted solution practices Choosing alternatives – selecting alternatives using criteria Harmonizing solutions – fitting components into holistic solution |
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Improving Solutions
(for greater impact) |
Generalizing solutions – modifying for broader applicability Ensuring robustness – modifying to fit more contexts Analyzing risks – identifying external sources/impacts of error Ensuring value – testing against requirements and constraints |
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| Process: Conducting Research | |
| Skill Cluster | Specific Skills |
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Formulating Research
Questions (to guide inquiry) |
Locating relevant literature – searching out seminal sources Identifying missing knowledge – determining gaps in community understanding Stating research questions – asking empirically answerable questions Estimating research significance – forecasting the value/ impact to the community Writing measurable outcomes – specifying deliverables from research |
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Obtaining Evidence (to support research) |
Designing experiments – specifying observable parameters and sampling Selecting methods – determining research procedures Extracting results – analyzing data to produce quality characterizations Replicating results – duplicating experiments and findings |
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Discovering (to expand knowledge) |
Testing hypotheses – discerning significant effects Reasoning with theory – explaining data with accepted knowledge Constructing theory – formulating new conceptual structures Creating tools – adapting knowledge for practitioners |
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Validating
Scholarship (for meaningful contribution) |
Defending scholarship – presenting within disciplinary performance expectations Responding to review – improving one’s scholarship based on community input Confirming prior work – adding credibility to a body of knowledge Judging scholarship – evaluating scholarship against criteria |
