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1. select browse, go to z-cassbeth/gda/documents 2. pick any.txt document 3. select a service, press submit, review results 4. go thru each service one at a time 5. select browse, pick another document 6. compare the results 7. update and create new rules and templates . . . These template instructions are user defined.

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Template Comments Blooms Cognitive Domain Analysis

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1 Knowledge 2 Comprehension 3 Application 4 Analysis 5 Synthesis 6 Evaluation

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Save Metrics with analysis run Please Upload a File 03/12/013 20:04:14 Appended Metrics File

Total Lines: Blank Lines: Non Blank Lines: Imperatives: Shalls: Wills: IsReq:

Message: These metrics are what allow you to compare different documents and different analysis runs. Consider moving the numbers into a spreadsheet for visualization. Counts of Shalls, Wills, IsReq, and Imperatives are hardcoded into the tool. You have the ability to enter a Norm value, which can be surfaced after multiple analysis sessions.

Item	Risk	Count	Children	% lines	% imperative	% shall	% will	% isreq	% Norm
1 Knowledge s4s
2 Comprehension s4s
3 Application s4s
4 Analysis s4s
5 Synthesis s4s
6 Evaluation s4s

Rules Total 6
Rules Triggered 0
Rules Not Triggered 6
Percent of Rules Triggered 0%

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Bloom: Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

. . . 1. 1 Knowledge Knowledge is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.
. . . . . . Rule Summary Name: 1 Knowledge Color: GREEN Access Object: \barrange\b|\bdefine\b|\bduplicate\b|\blabel\b|\blist\b|\bmemorize\b|\bname\b|\border\b|\brecognize\b|\brelate\b|\brecall\b|\brepeat\b|\breproduce\b|\bstate\b Count Accessed Patterns: CHECKED

. . . 2. 2 Comprehension Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating furture trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.
. . . . . . Rule Summary Name: 2 Comprehension Color: BLUE Access Object: \bclassify\b|\bdescribe\b|\bdiscuss\b|\bexplain\b|\bexpress\b|\bidentify\b|\bindicate\b|\blocate\b|\brecognize\b|\breport\b|\brestate\b|\breview\b|\bselect\b|\btranslate\b Count Accessed Patterns: CHECKED

. . . 3. 3 Application Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.
. . . . . . Rule Summary Name: 3 Application Color: ORANGE Access Object: \bapply\b|\bchoose\b|\bdemonstrate\b|\bdramatize\b|\bemploy\b|\billustrate\b|\binterpret\b|\boperate\b|\bpractice\b|\bschedule\b|\bsketch\b|\bsolve\b|\buse\b|\bwrite\b Count Accessed Patterns: CHECKED

. . . 4. 4 Analysis Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.
. . . . . . Rule Summary Name: 4 Analysis Color: OLIVE Access Object: \banalyze\b|\bappraise\b|\bcalculate\b|\bcategorize\b|\bcompare\b|\bcontrast\b|\bcriticize\b|\bdifferentiate\b|\bdiscriminate\b|\bdistinguish\b|\bexamine\b|\bexperiment\b|\bquestion\b|\btest\b Count Accessed Patterns: CHECKED

. . . 5. 5 Synthesis Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.
. . . . . . Rule Summary Name: 5 Synthesis Color: PURPLE Access Object: \barrange\b|\bassemble\b|\bcollect\b|\bcompose\b|\bconstruct\b|\bcreate\b|\bdesign\b|\bdevelop\b|\bformulate\b|\bmanage\b|\borganize\b|\bplan\b|\bprepare\b|\bpropose\b|\bset up\b|\bwrite\b Count Accessed Patterns: CHECKED

. . . 6. 6 Evaluation Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.
. . . . . . Rule Summary Name: 6 Evaluation Color: RED Access Object: \bappraise\b|\bargue\b|\bassess\b|\battach\b|\bchoose\b|\bcompare\b|\bdefend\b|\bestimate\b|\bjudge\b|\bpredict\b|\brate\b|\bcore\b|\bselect\b|\bsupport\b|\bvalue\b|\bevaluate\b Count Accessed Patterns: CHECKED