Identify the highest level of Bloom's taxonomy represented by each of the following objectives
a) Students will critique a piece of artwork.
b) Using a map of the United States, students will label all state capitals.
c) Given a calculator, students will compute the area of rectangles.
For objective "a," above, name any additional levels of Bloom's taxonomy that the task incorporates. In other words, although the task is classified at a certain level, a student who performs the task may, in the process, meet some lower-level objectives. An informal task analysis will lead you to aspects of the task that address lower-level objectives. Using objective "a," illustrate how one lower-level objective is met by this task (which is focused on a higher level).
(a) evaluation; (b) knowledge; (c) application.
The critique calls for evaluation, but also for knowledge, comprehension, and probably application and analysis. The student must comprehend principles of, for instance, shading or color, in order to critique the work of art. Thus, the higher-level task meets lower-level objectives, as well as the higher-level objective—evaluation.
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