BLOOM’S TAXONOMY
AND THE DIFFERENT
LEVELS OF
QUESTIONS
THE TAXONOMY OF BLOOM
As teachers and as people part of the world, we ask questions to our learners
and people everyday. Not all questions are on the same level. Some questions
are easy to answer where other questions may require a great deal of thinking.
Bloom (1956) has provided us with his taxonomy to assist us to compose
questions on different levels of thinking. This taxonomy ranges from lower to
higher levels of cognitive thinking. These levels are (I will shortly provide more
detail of each level):
(1) Knowledge
(2) Comprehension
(3) Application
(4) Analysis
(5) Synthesis
(6) Evaluation
EXAMPLES OF QUESTIONS IN THE TAXONOMY
Dalton and Smith[1] (1986) provide us with the following examples:
KNOWLEDGE
USEFUL
VERBS
·
Tell
·
List
·
Describe
·
Relate
·
Locate
SAMPLE
QUESTIONS
·
What happened
·
after...?
How many...?
·
Who was it that...?
·
Can you name
·
POTENTIAL ACTIVITIES
AND PRODUCTS
·
Make a list of the main
the...?
·
events..
Make a timeline of events.
Describe what
·
Make a facts chart.
happened at...?
·
Write a list of any pieces of
·
Write
·
Who spoke to...?
information you can
·
Find
·
Can you tell
·
State
·
remember.
List all the .... in the
·
Name
·
story/article/reading piece.
Make a chart showing...
why...?
·
Find the meaning
·
of...?
What is...?
·
Which is true or
false...?
COMPREHENSION
USEFUL VERBS
·
Explain
·
Interpret
·
Outline
·
Discuss
·
Distinguish
·
Predict
·
Restate
·
Translate
·
Compare
·
Describe
SAMPLE QUESTIONS
·
Can you write in your
·
own words...?
Can you write a brief
outline...?
·
·
·
·
Illustrate what you think
·
the main idea was.
Make a cartoon strip
showing the sequence
Who do you think...?
What was the main
of events.
·
Write and perform a
·
play based on the story.
Retell the story in your
idea...?
·
Who was the key
·
character...?
Can you distinguish
between...?
words.
Paint a picture of some
aspect you like.
·
What differences exist
·
·
between...?
Can you provide an
·
mean...?
Can you provide a
Write a summary report
of an event.
Prepare a flow chart to
illustrate the sequence
of events.
example of what you
·
Cut out or draw pictures
to show a particular
event.
What do you think
could of happened
next...?
·
POTENTIAL ACTIVITIES
AND PRODUCTS
·
Make a colouring book.
definition for...?
APPLICATION
USEFUL
VERBS
·
Solve
·
Show
·
Use
·
Illustrate
·
Construct
·
Complete
SAMPLE QUESTIONS
·
Do you know another
POTENTIAL ACTIVITIES
AND PRODUCTS
·
Construct a model to
instance where...?
demonstrate how it will
·
Could this have
·
·
happened in...?
Can you group by
work.
Make a scrapbook about
characteristics such
·
the areas of study.
Take a collection of
·
Examine
·
Classify
·
as...?
What factors would
photographs to
demonstrate a particular
you change if...?
point.
Can you apply the
·
method used to some
experience of your
·
·
suing the ideas from the
study area.
own...?
What questions would
·
Make a clay model of an
you ask of...?
·
item in the material.
Design a market
From the information
strategy for your product
given, can you
using a known strategy
develop a set of
instructions about...?
·
Make up a puzzle game
·
Would this information
be useful if you had a
...?
as a model.
Paint a mural using the
same materials.
·
Write a textbook about...
for others.
ANALYSIS
USEFUL VERBS
·
Analyse
·
Distinguish
·
Examine
·
Compare
·
Contrast
·
Investigate
·
Categorise
·
Identify
·
Explain
·
Separate
·
Advertise
SAMPLE QUESTIONS
·
Which events could
POTENTIAL ACTIVITIES
AND PRODUCTS
·
have happened...?
·
to gather information.
I ... happened, what
·
Write a commercial to
might the ending
have been?
·
sell a new product.
Conduct an investigation
·
How was this similar
·
to...?
What was the
to produce information to
·
underlying theme
of...?
·
·
·
information.
Make a family tree
·
showing relationships.
Put on a play about the
Can you compare
your ... with that
study area.
·
presented in...?
·
Can you explain what
·
·
What are some of the
Prepare a report about
the area of study.
·
Arrange a party. Make all
the arrangements and
...?
·
Write a biography of the
study person.
must have happened
when...?
How is ... similar to
Construct a graph to
illustrate selected
Why did ... changes
occur?
·
support a view.
Make a flow chart to
show the critical stages.
What do you see as
other possible
outcomes?
·
Design a questionnaire
·
record the steps needed.
Review a work of art in
·
problems of...?
Can you distinguish
between...?
·
terms of form, colour and
texture.
·
Review a film
What were some of
the motives
behind...?
·
What was the turning
point in the game?
·
What was the
problem with...?
SYNTHESIS
USEFUL VERBS
·
Create
·
Invent
·
Compose
·
Predict
·
Plan
·
Construct
·
Design
·
Imagine
·
Propose
·
Devise
·
Formulate
SAMPLE QUESTIONS
·
Can you design a ...
POTENTIAL ACTIVITIES
AND PRODUCTS
·
to ...?
·
Why not compose a
·
song about...?
Can you see a
specific task.
·
Design a building to
·
house your study.
Create a new product.
possible solution
Give it a name and plan a
to...?
·
If you had access to
marketing campaign.
·
all resources how
would you deal
·
·
·
What would happen
if...?
·
song or pantomime
about...?
·
·
How many ways can
code and write material
suing it.
Can you create new
Sell an idea.
and unusual uses
·
Devise a way to...
for...?
Can you write a new
·
Compose a rhythm or put
dish?
Can you develop a
proposal which
would...
EVALUATION
Make up a new language
·
recipe for a tasty
·
Design a record, book, or
magazine cover for...?
·
you...?
·
Write a TV show, play,
puppet show, role play,
devise your own way
to deal with...?
Write about your feelings
in relation to...
with...?
Why don't you
·
Invent a machine to do a
new words to a known
melody.
USEFUL VERBS
·
Judge
·
Select
·
Choose
·
Decide
·
Justify
·
Debate
·
Verify
·
Argue
·
Recommend
·
Assess
·
Discuss
·
Rate
·
Prioritise
·
Determine
SAMPLE QUESTIONS
·
Is there a better
POTENTIAL
ACTIVITIES AND
PRODUCTS
·
Prepare a list of criteria
solution to...
to judge a ... show.
·
Judge the value of...
·
Can you defend your
Indicate priority and
ratings.
·
position about...?
Do you think ... is a
good or a bad thing?
·
·
How would you have
·
Conduct a debate
about an issue of
special interest.
·
Make a booklet about 5
handled...?
rules you see as
What changes to ...
important. Convince
others.
would you
recommend?
·
Do you believe?
·
Are you a ... person?
·
How would you feel
·
if...?
How effective are...?
·
What do you think
about...?
·
Form a panel to
discuss views, e.g.
"Learning at School.".
·
Write a letter to ...
advising on changes
·
needed at...
Write a report.
·
Prepare a case to
present your view
about...
[1] Dalton, J. & Smith, D., (1986). Extending Children’s Special Abilities:
Strategies for primary classrooms (pp. 36-37).
Or available at: http://www.teachers.ash.org.au/researchskills/Dalton.htm