ASynthesis
BApplication
CAnalysis
DEvaluation
Answer:
D. Evaluation
Read Explanation:
Bloom's Taxonomy of Educational Objectives
Bloom and his associates developed a taxonomic model of instructional objectives.
They formulated a division corresponding to the domains of development viz; Cognitive, Affective and Psychomotor.
Within each domain they arranged the sequence of development of mental abilities in a logical and psychological order.
1. Cognitive Domain:
The cognitive domain represents the intellectual component of mental life.
It is the most important and primary aspect of education.
Objectives related to the developments in this domain includes those which deal with knowing, thinking and problem solving all related to the ability for 'cognising.
Under this domain six major objectives are arranged in hierarchical order.
The sequence is on the basis of complexity of tasks from simple to complex.
Knowledge - Comprehension - Application - Analysis - Synthesis - Evaluation (Information)
i. Knowledge:
Remembering information is the lowest level of intellectual activity involved in cognition.
Knowledge involves the recall or recognition of specifics, universal, pattern. structure, etc.
ii. Comprehension:
It is at a higher level than mere knowledge.
It involves an understanding of the material being communicated.
The individual is expected to go beyond the level of recall and recognition because intellectually processing of the information also has to take place.
Identifying relations, Translation, Interpretation and Extrapolation are four type of comprehensive behaviour in this level.
iii. Application:
The individual uses his knowledge and comprehension of concepts, principles, ideas or procedure in a new situation, for solving a specific problem involved.
iv. Analysis:
Analysis is the meaningful breakdown of material into its components and the detection of inter-relationship of the components and the manner in which they are organised.
Analysis of elements, Analysis of relationships and Analysis of organisational principles are the three levels.
v. Synthesis:
It is a complex ability at a higher level of cognition.
This involves the ability of an individual to put together elements or parts so as to form a functional whole or a new pattern.
It involves an ability to give new shape or structure to statements or procedures.
vi. Evaluation:
This is the highest level of cognitive ability.
It is also the most con ability which involves all other cognitive abilities.
It enables an individual to judge material, method, product or process against a standard and to establish the worth of it. Judgments are both quantitative and qualitative.