BLOOMS
HoTs
CCEs
3 level
questions
DOL
Analysing /Applying /Understanding
Remembering / recall
Who,What,When,Where,Why?
1. Recognising words, letters and
other symbols,
11. Compiling lists/statistics,
12. Recording/noting data,
13. Compiling results in a tabular
form,
14. Graphing,
18. Substituting in formulae
26. Classifying
31. Extrapolating
46. Observing systematically
42. Perceiving patterns
44. Identifying shapes in two and
three dimensions
45. Searching and locating
items/information
48. Manipulating/operating/using
equipment
4. Interpreting the meaning of
words or other symbols,
5. Interpreting the meaning of
pictures/illustrations,
6. Interpreting the meaning of
tables or diagrams or maps or
graphs,
22 Explaining to others
27. Interrelating
ideas/themes/issues
28. Reaching a conclusion which is
necessarily true provided a
given set of assumptions is
true
37 Analysing
38. Synthesising
16 Estimating numerical magnitude
23. Expounding a viewpoint
29. Reaching a conclusion which is
consistent with a given set of
assumptions
30. Inserting an intermediate
between members of a series
31. Extrapolating
32. Applying strategies to trial and
test ideas and procedures
33. Applying a progression of steps
to achieve the required
answer
34. Generalising from information
35. Hypothesising
36. Criticising
37 Analysing
38. Synthesising
43. Visualising
47. Gesturing
LITERAL
D2 – acquire and integrate
(gathering/researching relevant
information)
helping students acquire and facilitate new
knowledge is another important aspect of
learning. When students are learning new
information, they must be guided in relating
the new knowledge to what they already
know, organising that information, and then
making it a part of their long-term
memory. When students are acquiring new
skills and processes they must learn a model,
or set of steps, then shape the skill or
process to make it efficient and effective for
them. They must finally internalise or
practice the skill or process so they can
perform it easily.
INTERPRATIVE
Identify the over-arching ideas,
themes and issues in a mind-map.
Identify the associated/hidden
ideas, themes and issues (may use
mind map)
Identify the audience of the
text/work/product
Identify conventions of
interrelating ideas/themes/issues –
contextual; required outcome;
desired grouping principle….etc.
Review concepts being studied.
Interrelating skills – making
observations; identifying patterns,
trends; look for anomalies
D3 – extend and refine (draw
inferences from analysing gathered
information)
Learners develop in-depth understanding
through the process of extending and
refining their knowledge, by making new
distinctions, clearing up misconceptions and
reaching conclusions. They analyse what
they have learned by applying reasoning
processes that will help them extend and
refine the information.
Evaluating / creating
7. Translating from one form to
another,
19. Setting
out/presenting/arranging/displaying
20. Structuring/organising extended
written text
21. Structuring/organising a
mathematical argument
23. Expounding a viewpoint
24. Empathising
25. Comparing, contrasting
27. Interrelating
ideas/themes/issues
28. Reaching a conclusion which is
necessarily true provided a
given set of assumptions is
true
39. Judging/evaluating
41. Justifying
49. Sketching/drawing
APPLICATION
D4 – use meaningfully (apply new
knowledge in evaluating)
The most effective learning occurs
when we use knowledge to perform
meaningful tasks. Making sure that
students have the opportunity to use
knowledge meaningfully is one of the
most important parts of planning a
unit of instruction.
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
Remembering - level 1 questions - LITERAL
Recalling information
Recognising, listing, describing, retrieving, naming, finding
Locate
Identify
Recall
Memorise
Relate
Show
Locate
Distinguish
Give example
Reproduce
Group
Outline
Group
Choose
Label
Select
Underline
Cite
Sort
Repeat
Recite
Review
Quote
Record
Match
Understanding - level 2 questions - INTERPRATIVE
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Discuss
Retell
Research
Annotate
Translate
Paraphrase
Reorganise
Associate
Describe
Report
Recognise
Review
Observe
Interpret
Give main idea
Estimate
Define
Account for
Give examples
Outline
Restate
Applying – level 2 questions - INTERPRATIVE
Using information in another familiar situation
Implementing, carrying out, using, executing
Translate
Manipulate
Exhibit
Illustrate
Interpret
Practice
Apply
Demonstrate
Interview
Change
Compute
Calculate
Sequence
Show
Solve
Collect
Dramatise
Construct
Adapt
Draw
Analysing – level 2 questions - INTERPRATIVE
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating
Distinguish
Question
Appraise
Inspect
Examine
Probe
Separate
Inquire
Arrange
Test
Investigate
Research
Calculate
Criticize
Compare
Contrast
Survey
Detect
Group
Order
Sequence
Relate
Dissect
Categorise
Discriminate
Debate
Draw diagram
Evaluating – level 3 questions - APPLICATION
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Judge
Rate
Validate
Predict
Assess
Discriminate
Revise
Infer
Determine
Prioritise
Explain why
Compare
Defend
Select
Measure
Choose
Conclude
Deduce
Debate
Justify
Recommend
Reject
Appraise
Value
Argue
Decide
Criticise
Rank
Creating – level 3 questions - APPLICATION
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Compose
Assemble
Invent
Compile
Forecast
Devise
Construct
Generate
Prepare
Develop
Originate
Imagine
Formulate
Improve
Predict
Produce
Blend
Devise
Concoct
Plan
Art Appraising Task
levels
Steps
Art criticism
Art history
Suggested questions
LITERAL
Description
Literal qualities
and/or formal
qualities
(elements of art)
Make an inventory listing
the subject matter
and/or the elements of
art found in the work.
Determine when, where
and by whom the work
was completed.
What is it?
What is it made from?
Who made it?
How was it made?
Where was it made?
When was it made?
What does it look like?
INTERPRATIVE
Analysis
Formal qualities
(principles/
concepts of art)
Determine how the work
of art is organised or put
together; concern
centres on how the art
principles/concepts have
been organised in
relation to the art
elements.
Identify the features in
the work of art and
compare these with
features found in other
works to determine its
artistic style.
What type of lines, shapes, colours and
texture appear in the artwork?
How have the art and design concepts
been produced and what relationship
do they have to the art and design
elements?
What is the dominant element/concept
in the composition and how and why is
it produced?
Compare and contrast this work with
another of a similar theme.
Interpretation
Expressive
qualities
Determine the possible
feelings, moods or ideas
communicated by the
artwork.
Investigate the
influences of time and
place upon the artist.
What is the artist trying to express in
this work?
What is the story or meaning of the
artwork?
Why was it made? Why is it made from
these materials?
Is the style of work representational or
non-representational? Why?
Does the style and form of the work
increase what the artist wants to say?
What other works influenced this work?
How is the mood or atmosphere of the
work created and how does it relate to
the meaning of the work?
Does the work relate to a cultural or
historic context? How?
What influence does the time and place
have on the meaning of the work?
Judgment and
Evaluation
Make decisions about
the artistic merit of the
artwork. This decision
takes into account all
you have learned about
the work during the
previous art criticism
steps.
Make decisions about
the work’s importance in
terms of its historical
and cultural context, and
justify decisions.
How is the artwork successful in
communicating its meaning?
Why are the art and design elements
and concepts positioned in the work in
a certain compositional structure?
Why were these materials chosen and
how do they relate to the influence and
style of the work?
Why does the artist choose this
particular process and how is it unique?
How does the genre of the work
influence or determine the style?
Why is the work significant historically
and culturally?
APPLICATION