Page 252 - Nutrition Counseling and Education Skills: A Guide for Professionals

The objectives in any one level are likely to be built on the behaviors in the previous level. The subcategories
help to further define the major headings and make them more specific.

The educator needs to think beyond the simplest levels of knowledge and strive to write objectives at
higher, more complex levels. Without examining the possibility of writing higher-level objectives, educators
may tend to think only in terms of knowledge and comprehension, which are the easiest objectives to write
(and learn). The learner may then be denied the opportunity of applying knowledge or using it in problem
solving and will be reduced to memorizing facts. In nutrition education, for example, knowing facts is
necessary at the lowest level (knowledge). Higher-level objectives will include the ability to analyze food
labels, to synthesize all information learned so knowledge can be shared, and to evaluate nutrition information
in making wise food choices. In the following discussion of the six levels in the taxonomy, examples of
objectives are given.

Knowledge
At the lowest level in the cognitive domain, knowledge involves remembering information without necessarily
understanding it. This includes the recall of specific bits of information, terminology, and facts, such as dates,
events, and places, chronologic sequences, methods of inquiry, trends over time, processes, classification
systems, criteria, principles, and theories. Table 11-2 suggests verbs describing performance in the cognitive
domain

EXAMPLE Is able to list foods high in sodium.

Comprehension
The second level, comprehension, is the lowest level of understanding. It involves knowing what is
communicated by another person and being able to use the information communicated. The use of
information may include restatement or paraphrase, interpretation, summarization or rearrangement of the
information, and extrapolation or extension of the given information to determine implications or
consequences.

EXAMPLE Is able to explain (verbally or in writing) why certain foods are not recommended on the
diabetic diet.

Level Verbs to Use
Knowledge
Cites, defines, describes, identifies, labels, lists, matches, memorizes, names, outlines,
Comprehension recalls, recites, repeats, reproduces, selects, states

Application Converts, defends, discusses, distinguishes, estimates, explains, generalizes, gives
examples, paraphrases, predicts, recognizes, rewrites, selects, summarizes, translates

Applies, assembles, calculates, changes, computes, demonstrates, designs,
manipulates, modifies, operates, plans, practices, prepares, produces, shows, solves,

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