We use the Bloom taxonomy when developing the various courses. This taxonomy is aimed at developing teaching materials. Bloom’s Taxonomy divides the cognitive domain into a number of learning objectives ranging from simple to complex. A distinction is made here between lower-order thinking and higher-order thinking.
It looks like this schematically:
Lower order thinking:
| Level 1 – Remember | Level 2 – Understand | Level 3 – Apply |
| Storage and retrieval of information (recognition) | Understanding (knowing) information | Using knowledge |
| Knowledge of dates, events, places | Giving meaning to information | Applying methods, concepts, theories in new situations |
| Knowledge of main ideas | Translate knowledge to new context | Solving problems using necessary knowledge or skills |
| Control of a substantive subject | Interpret, compare (similarities and differences) of facts | |
| Organize, group, deduce causes | ||
| Predicting consequences |
Higher-order thinking
| Level 4 – Analyze | Level 5 – Evaluate | Level 6 – Create |
| Recognize patterns | Compare and distinguish ideas from each other | Uses existing ideas to create new ones |
| Organization of parts | Estimating the value of theories, professional products | Generalize based on what is known |
| Recognizing hidden meanings | Making substantiated choices | Multidisciplinary application; relating knowledge from different disciplines |
| Identification of constituent elements | Verifying the value of evidence | Predict, draw conclusions |
