Analyze Cognitive Demand of Learning Outcomes by
Applying Webb’s Depth of Knowledge and Bloom’s Taxonomy (Revised)
DOMAIN
Science Factual
and Conceptual
Knowledge
Science
Procedural
Knowledge
(Process Skills)
EXAMPLE OF LEARNING OUTCOME
The student will be able to explain the function of at least five crayfish structures (pincers,
swimmerets, carapace, antennae, eyes, mouth) that help the crayfish survive.
LEVEL (DOK) *
Level 2 –
Skill/Concept
BLOOM’S
Understanding
The student will be able to interpret data resulting from observing crayfish behavior over
a period of time, organizing/representing the data, and using the data to prove or
disprove whether male are territorial.
Level 3 –
Strategic
Thinking
Analyzing
Here are forms and examples for learning outcomes in two domains:
DOMAIN 1. Science Factual and Conceptual Knowledge
(e.g., factual and conceptual about the topic; key terms and generalizations
FORM:
The student will be able to (action verb) (state factual knowledge, conceptual knowledge, principles) (degree of performance).
EXAMPLE: The student will be able to explain the function of at least five crayfish structures (pincers, swimmerets, carapace, antennae, eyes,
mouth) that help the crayfish survive.
DOMAIN 2. Science Procedural Knowledge (Process Skills)
(e.g., to ask investigable questions; to predict or hypothesize; to observe using multiple senses; to record, organize, represent and interpret data; to
use evidence to prove or disprove a theory; reason by relating cause and effect; to measure length, mass, and volume; to measure temperature; to
use scientific tools to observe and/or extend senses such a plastic magnifier, digital microscope, balance, thermometer, rain gauge, wind vane)
FORM:
Students will be able to (action verb) (science process skills) (degree of performance).
EXAMPLE: The student will be able to interpret data resulting from observing crayfish behavior over a period of time, organzing/representing the
data, and using the data to prove or disprove whether male are territorial.
Webb’s Depth-of-Knowledge Levels
LEVEL
Level 1
Recall and
Reproduction
Level 2
Skill/Concept
Level 3
Strategic
Thinking
Level 4
Extended
Thinking
ACTION VERBS
EXAMPLES OF LEARNING OUTCOMES
The students will be able to:
Recall or recognize a fact, term, or property.
Represent in words or diagrams a scientific concept or relationship.
Provide or recognize a standard scientific representation for simple phenomenon.
Perform a routine procedure such as measuring length.
Specify and explain the relationship between facts, terms, properties, or variables.
Describe and explain examples and nonexamples of science concepts.
Select a procedure according to specified criteria and perform it.
Formulate a routine problem given data and conditions.
Organize, represent and interpret data.
Identify research questions and design investigations for a scientific problem.
Solve non-routine problems.
Develop a scientific model for a complex situation.
Form conclusions from experimental data.




classify, organize, make

observations, collect and

display data, compare data 


draw conclusions from

observations; cite evidence 
and develop a logical

argument; explain

phenomena in terms of
concepts; use concepts
to solve nonroutine
problems.
select an approach, design  Based on provided data from a complex experiment that is novel to the student, deduct the
an experiment, apply
fundamental relationship between several controlled variables.
strategy to new situation
 Conduct an investigation, from specifying a problem to designing and carrying out an
experiment, to analyzing its data and forming conclusions.
identify,
recall, recognize, use,
calculate, measure
Reference:
Webb, Norman L. (2002). Depth-of-Knowledge Levels for Four Content Areas. Retrieved from
http://www.tn.gov/education/cte/directors/doc/webb_dok_4_subj.pdf
Bloom’s Taxonomy (Revised)
COGNITIVE PROCESS
ACTION VERBS
EXAMPLES OF LEARNING OUTCOMES
The students will be able to:
Remembering
define, list, recall, recognize,  To recognize the structures of a crayfish in the diagram:
Retrieve knowledge from long-term memory, repeating remember, who, what,
pincers, swimmerets, carapace, antennae, eyes, mouth.
information exactly as memorized. Recall or recognize a where, when, name, find.
 To identify types of crayfish behavior.
fact, term, or property.
describe, compare, contrast,  To explain the function of at least five different crayfish
rephrase, summarize, put
structures (pincers, swimmerets, carapace, antennae,
into your own words, and
eyes, mouth) that help the crayfish survive.
explain.
 To compare and contrast aggressive and passive
behavior.
Applying
use, execute, carry out,
 To use knowledge of crayfish behavior to explain the
Carry out or use a procedure in a given situation or
implement
behavior of another organism.
apply or transfer knowledge to a new situation.
 To select a method of represent data (bar graph or
histogram).
Analyzing
compare, differentiate,
 To interpret data resulting from observing crayfish
Break material into constituent parts and determine
deconstructing, organize,
behavior over a period of time, organizing/representing
how parts relate to one another and to an overall
find, attribute
the data, and using the data to prove or disprove
structure or purpose. Often, there is more than one
whether male are territorial.
correct response. To use evidence (organize, represent,
 To compare and contrast structures and functions of
and interpret data) to explain a theory - a pattern.
crayfish with a lobster.
Evaluating
judge, argue, decide,
 To evaluate the theory “Male crayfish are more
Make judgments based on criteria or standards. Often, evaluate, give your opinion,
territorial than female crayfish.” by experimenting.
there is more than one correct response.
do you agree, which is
 To judge which animals are best for caring and
better, check, critique,
maintaining in elementary school classrooms.
experiment, judge
Creating
generate, plan, produce,
 To design the best classroom habitat for a crayfish that
Assemble elements to form a coherent or functional
design, construct, invent
improves its survival.
whole; reorganize elements into a new pattern or
 To create a new species and identifiable structures,
structure. Often, there is more than one correct
functions, and behaviors.
response.
Reference:
Understanding
Construct meaning by rephrasing, rewording and
comparing.
Arends, R. Learning to Teach, pp. 115, 416-424