Page 1 :
In the 1950s, Benjamin Bloom identified a set of important study and thinking skills for university, students, which he called the ‘thinking triangle’ (Bloom, 1956) (Figure 1). Bloom’s taxonomy can, provide a useful way of conceptualising higher-order thinking and learning. The six intellectual, domains, their descriptions and associated keywords are outlined in Table 1., , Figure 1Levels of intellectual skill: the thinking triangle or ‘Bloom’s Taxonomy’ (adapted from Bloom,, 1956), Long description, Table 1 Higher-order intellectual domains, descriptions and associated keywords, , Domain, , Description, , Keywords, , Knowledge, , Exhibit memory of, previously learned, material by recalling, information,, fundamental facts and, terms, as well as, , Who?, What?, Find, Define, Recall

Page 2 :
discovery, through, observing and, locating., Comprehension, , Application, , Demonstrate, understanding of facts, and ideas by, organising, comparing,, translating,, interpreting, giving, descriptors and stating, main ideas., , Compare, , Solve problems in new, situations by applying, acquired knowledge,, facts, techniques and, rules in a different or, new way., , Plan, , Contrast, Explain, Discuss, , Build, Experiment, Design, Solve, Interview, , Analysis, , Synthesis, , Examine and break, information into parts, by identifying motives, or causes. Make, inferences and find, evidence to support, generalisations., , Dissect, , Compile information, together in a different, way by combining, elements in a new, pattern or proposing, alternative solutions., , Compose, , Examine, Infer, Compare, Contrast, , Construct, Create, Design, Develop, Theorise, Elaborate, Formulate

Page 3 :
Evaluation, , This is also denoted as, ‘critical evaluation’,, often used to, emphasise the depth, of evaluation required., You will be required to, present and defend, opinions by making, judgements about, information, the, validity of ideas or, quality of work based, on a set of criteria.