The two general categories of attributes making up the two-factor model of evaluation are?

increase thought and understanding as to how and why things happen.Two-factor model of evaluation:-a postpurchase evaluation process buyers use that evaluates a product purchase usingfunctional and psychological attributesFunctional attributes (must-have attributes):The features and characteristics that arerelated to what the product actually does or is expected to doPsychological attributes (delighter attributes):A category of product characteristics thatrefers to how things are carried out and done between the buyer and sellerBusiness Buyers’ Buying Process1.Recognition of the Problem or Need2.Determination of the Characteristics of the Item and the Quality Needed3.Description of the Characteristics of the Item and the Quantity Needed4.Search for and Qualification of Potential Sources5.Acquisition and analysis of proposals6.Evaluation of proposals and selection of suppliers7.Selection of an order routine8.Performance feedback and evaluationTypes of Purchasing DecisionsStraight Rebuy:a purchase decision resulting from an on going purchasing relationship with asupplierNew Task Decision:A purchase decision that occurs when a buyer is purchasing a product orservice for the first timeModified Rebuy Decision:A purchase decision that occurs when a buyer has experience inpurchasing a product in the past but is interested in acquiring additional information regardingalternative products and/or suppliersCommunication Styles Matrix:Assertiveness:

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Action Verbs for Stating Cognitive Outcomes
Six Levels of Cognition
Objectives and Assessment Tools

Bloom's Taxonomy Revised https://www.cnm.edu/depts/academic-affairs/key-processes/blooms-taxonomy-rev-2 https://www.cnm.edu/@@site-logo/logo-blue-transparent-200px.png

Level	Level Attributes	Keywords
1. Knowledge	Exhibits previously learned material by recalling facts, terms, basic concepts and answers.	who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select
2. Comprehension	Demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.	compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify
3. Application	Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.	Apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify
4. Analysis	Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.	analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion
5. Synthesis	Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions	build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change
6. Evaluation	Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.	award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct

Action Verbs for Stating Cognitive Outcomes

Knowledge	Comprehension	Application	Analysis	Synthesis	Evaluation
List Name Identify Show Define Recognize Recall State Visualize

Summarize Explain Interpret Describe Compare Paraphrase Differentiate Demonstrate

Classify

Solve Illustrate Calculate Use Interpret Relate Manipulate Apply

Modify

Analyze Organize Deduce Contrast Compare Distinguish Discuss Plan

Devise

Design Hypothesize Support Schematize Write Report

Justify

Evaluate Choose Estimate Judge Defend

Criticize

Six Levels of Cognition

According to Benjamin Bloom, and his colleagues, there are six levels of cognition:

Knowledge: rote memorization, recognition, or recall of facts
Comprehension: understanding what the facts mean
Application: correct use of the facts, rules, or ideas
Analysis: breaking down information into component parts
Synthesis: combination of facts, ideas, or information to make a new whole
Evaluation: judging or forming an opinion about the information or situation

Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each level. Depending on the nature of the course, a few of these levels may need to be given more emphasis than the others.

Objectives and Assessment Tools

Below are examples of objectives written for each level of Bloom's Taxonomy and activities and assessment tools based on those objectives. Common key verbs used in drafting objectives are also listed for each level.

Level	Level Attributes	Keywords	Example Objective	Example Activity	Example Assessment
1. Knowledge	Rote memorization, recognition, or recall of facts.	list, recite, define, name, match, quote, recall, identify, label, recognize	"By the end of this course, the student will be able to recite Newton's three laws of motion."	Have students group up and perform simple experiments to the class showing how one of the laws of motion works.	Use the following question on an exam or homework. "Recite Newton's three laws of motion.
2. Comprehension	Understanding what the facts mean.	describe, explain, paraphrase, restate, give original examples of, summarize, interpret, discuss	"By the end of this course, the student will be able to explain Newton's three laws of motion in his/her own words."	Group students into pairs and have each pair think of words that describe motion. After a few minutes, ask pairs to volunteer some of their descriptions and write these descriptions on the board.	Assign the students to write a simple essay that explains what Newton's laws of motion mean in his/her own words.
3. Application	Correct use of the facts, rules, or ideas.	calculate, predict, apply, solve, illustrate,use, demonstrate, determine, mode	"By the end of this course, the student will be able to calculate the kinetic energy of a projectile."	After presenting the kinetic energy equation in class, have the students pair off for just a few minutes and practice using it so that they feel comfortable with it before being assessed.	On a test, define a projectile and ask the students to "Calculate the kinetic energy of the projectile."
4. Analysis	Breaking down information into component parts	classify, outline, break down, categorize, analyze, diagram, illustrate	By the end of this course, the student will be able to differentiate between potential and kinetic energy.	Present the students with different situations involving energy and ask the students to categorize the energy as either kinetic or potential then have them explain in detail why they categorized it the way they did, thus breaking down what exactly makes up kinetic and potential energy.	Give the students an assignment that asks them outline the basic principles of kinetic and potential energy. Ask them to point out the differences between the two as well as how they are related.
5. Synthesis	Combining parts to make a new whole.	design, formulate, build, invent,create, compose, generate, derive, modify, develop	"By the end of this section of the course, the student will be able to design an original homework problem dealing with the principle of conservation of energy."	Tie each lecture or discussion to the previous lectures or discussions before it, thus helping the students assemble all the discreet classroom sessions into a unified topic or theory.	Give the students aproject in which they must design an original homework problem dealing with the principle of conservation of energy.
6. Evaluation	Judging the value or worth of information or ideas.	choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate	"By the end of the course, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem."	Have different groups of students solve the same problem using different methods, then have each group present the pros and cons of the method they chose.	On a test, describe a dynamic system andask the students which method they would use to solve the problem and why.