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Costa's and Bloom's Comparison Chart

The document presents a comparison chart between Costa's and Bloom's levels of thinking, categorizing them into higher order thinking skills (HOTS) and lower order thinking skills (LOTS). It outlines various cognitive processes such as creating, evaluating, analyzing, applying, understanding, and remembering, along with corresponding vocabulary words for each level. The chart serves as a guide for educators to assess and promote critical thinking in students.

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Katrina Carter
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52 views1 page

Costa's and Bloom's Comparison Chart

The document presents a comparison chart between Costa's and Bloom's levels of thinking, categorizing them into higher order thinking skills (HOTS) and lower order thinking skills (LOTS). It outlines various cognitive processes such as creating, evaluating, analyzing, applying, understanding, and remembering, along with corresponding vocabulary words for each level. The chart serves as a guide for educators to assess and promote critical thinking in students.

Uploaded by

Katrina Carter
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Handout 4.

2a

Costa’s and Bloom’s Levels of Thinking:


Comparison Chart

VOCABULARY WORDS FOR LEVELS


LEVEL COSTA’S BLOOM’S
OF THINKING

(OUTPUT) Creating: Assemble Develop Make


Applying Information: Can the students: Build Devise Plan
• Create/generate new ideas, Construct Formulate Produce
Applying and evaluating products or points of view
actions, solutions, and Create Imagine Write
• Combine ideas/thoughts to Design Invent
connections made in
develop an innovative idea,
order to predict
solution or way of thinking
Evaluating: Appraise Forecast Select
Higher Order Thinking Skills

Can the students: Argue Generalize Speculate


• Justify a stand or decision Check Hypothesize Support
• Judge the value of an idea, Critique If/Then Test
item or technique by creating Defend Judge Valuate
and applying standards/criteria
Detect Predict Value
HOTS

(PROCESSING) Analyzing: Attribute Differentiate Integrate


Processing Information: Can the students: Classify Discriminate Organize
• Distinguish between Compare Distinguish Outline
Making sense out of the different parts Contrast Examine Question
information; processing
• Explore and understand Criticize Experiment Sort
the information
relationships between Deconstruct Infer Structure
gathered by making
the components/parts
connections and
creating relationships Applying: Carry out Employ Operate
Can the students: Choose Execute Schedule
• Use the information in a Demonstrate Illustrate Sketch
similar situation Do Implement Solve
• Apply learned concepts, Dramatize Interpret Use
strategies, principles, and
theories in a new way
(INPUT) Understanding: Classify Explain Recognize
Lower Order Thinking Skills

Gathering Information: Can the students: Complete Identify Report


• Explain ideas or concepts Describe Locate Select
Identifying and recalling Discuss Paraphrase Translate
• Understand information
information
provided
LOTS

Remembering: Define Memorize Reproduce


Can the students: Duplicate Recall State
• Recall or remember the List Repeat
information
• Recognize specific information

Adapted from Comparison by Andrew Churches at http://edorigami.wikispaces.com and http://ww2.odu.edu/educ/roverbau/


Bloom/blooms_taxonomy.htm
Daws, T., & Schiro, P. (2012). AVID tutorial guide: Creating rigorous tutorials to increase student achievement in academic classes.
San Diego, CA: AVID Press.

Inquiry 197

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