Bloom’s Taxonomy (1956)
Identifying
Level
Characteristics
Eliciting factual
answers, testing recall
and recognition of
information only from
past experience or from
KNOWLEDGE
teacher presentation,
from reading, viewing.
Little or possibly no
understanding of the
information is required.
Putting information in
own words: translating,
interpreting,
extrapolating The
emphasis is on change
of form.  Some
COMPREHENSI extension beyond what
ON is given in the original
may be required.  mood created in this poem?
Relationships are
stressed.  The learner
goes beyond recall or
rote memorization to
meaning.
Use of information or
skill. Application to
situations that are new,
unfamiliar, or have a
new slant for students.  Use long division to solve
Deals with usable
information and
emphasizes use of
APPLICATION
information or skill.  your own life?
Emphasizes the whole
of ideas rather than just
parts.  Contains a
minimum of directions
or instructions as
student is expected to
know what to do.
ANALYSIS  
SYNTHESIS  
EVALUATION  
Examples Verbs
What were the names of
Columbus' ships?
define, recall,
What are the main functions
select, label,
of the circulatory system?
recite, point out,
list, record,
What are the rules for
reproduce, name,
volleyball?
repeat, memorize
Who are the main
characters?
What information can we get
from this map?
describe, outline,
translate, discuss,
What concept does the
recognize,
cartoon illustrate?
match, explain,
restate, tell,
How would you describe the
identify, select,
summarize,
indicate,
Restate the definition of
continue,
zero-based budgeting in your
own words.
Show us how to say, "Hello. 
How are you?" in sign
language.
apply, use,
identify,
this problem.
demonstrate,
construct,
How does this story relate to
illustrate, show
how, explain,
interpret,
What punctuation marks
employ, select,
belong in this paragraph?
dramatize
To what extent does this
novel illustrate the theme of
human against nature?
   
   
   
 

 Level Definition Sample Trigger Words Sample Probe

 Knowledge Can remember terms, list, label, name, outline, List the names of the
facts, procedures, reproduce, define, main characters in the
relationships, concepts describe story.
(lowest level)
 Comprehension Understands the  explain, interpret, What was the main idea
meaning of material restate, translate, of the story?
learned, can interpret paraphrase, summarize
and restate in own
words (one step above
knowledge level)
 Application Can use material learned demonstrate, Using what you know
in novel, real-world manipulate, operate, about the structure of the
contexts (demonstrates a modify, use, produce stories read in class,
higher level of write a new story of
understanding through your own.
comprehension)
 Analysis Understands the subdivide, differentiate, Break the story down
component parts of categorize, classify, into its separate parts,
things and can break down, distinguish describing how they
categorize elements in relate.
sensible ways;
understands elements
and how they fit
together
 Synthesis Can combine separate combine, relate, By combining these two
knowledge, concepts, categorize, reassemble, stories about whales,
and understanding into a reorganize what would you predict
unified and novel whole about the future of the
whale population on
earth?
 Evaluation Can judge the value or evaluate, appraise, Is this a well written
appropriateness of judge, justify, defend story, in your opinion?
something by applying Why?
proper criteria in a
logical manner.
  

LEVEL OBJECTIVE DESCRIPTIVE

The learner must recall information (i.e. bring to mind the appropriate
Basic (low) Knowledge
material).
Comprehensio The learner understands what is being communicated by making use of
Basic
n the communication.
The learner uses abstractions (e.g. ideas) in particular and concrete
Basic Application
situations.
The learner can break down a communication into its constituent
Basic Analysis
elements or parts.
Basic Synthesis The learner puts together elements or parts to forma whole.
Advanced The learner makes judgments about the value of material or methods for
Evaluation
(high) a given purpose.
 

QUESTION TYPES BASED ON

 

BLOOM'S TAXONOMY of COGNITIVE

DOMAIN

From Bloom, et al., 1956

As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time.
These questions are not bad, but using them all the time is. Try to utilize higher order level of
questions. These questions require much more "brain power" and a more extensive and
elaborate answer. Below are the six question categories as defined by Bloom.

 KNOWLEDGE
o remembering;
o memorizing;
o recognizing;
o recalling identification and
o recall of information
 Who, what, when, where, how ...?
 Describe
 COMPREHENSION 
o interpreting;
o translating from one medium to another;
o describing in one's own words;
o organization and selection of facts and ideas
 Retell...
 APPLICATION
o problem solving;
o applying information to produce some result;
o use of facts, rules and principles
 How is...an example of...?
 How is...related to...?
 Why is...significant?
 ANALYSIS
o subdividing something to show how it is put together;
o finding the underlying structure of a communication;
o identifying motives;
o separation of a whole into component parts
 What are the parts or features of...?
 Classify...according to...
 Outline/diagram...
  How does...compare/contrast with...?
 What evidence can you list for...?
 SYNTHESIS
o creating a unique, original product that may be in verbal form or may be a
physical object;
o combination of ideas to form a new whole
 What would you predict/infer from...?
 What ideas can you add to...?
 How would you create/design a new...?
 What might happen if you combined...?
 What solutions would you suggest for...?
 EVALUATION
o making value decisions about issues;
o resolving controversies or differences of opinion;
o development of opinions, judgments or decisions
 Do you agree...?
 What do you think about...?
 What is the most important...?
 Place the following in order of priority...
 How would you decide about...?
 What criteria would you use to assess...?

Bloom's Taxonomy
Bloom's Taxonomy contains following subjects:

1. Knowledge
Knowledge involves the recall of specifics and universals, the recall of
methods and processes, or the recall of a pattern, structure, or setting. For
measurement purposes, the recall situation involves little more than bringing
to mind the appropriate material may be required, this is relatively minor part
of the task. The knowledge objectives emphasize most the psychological
processes of remembering.
2. Comprehension
This represents the lowest level of understanding. It refers to a type of
understanding or apprehension such that the individual knows what is being
communicated and can make use of the material or seeing its fullest
implications. When students are confronted with a communication, they are
expected to know what is being communicated (orally or in written form) and
be able to make some use of the material or ideas contained in it.
3. Application
The distinction between Comprehension and Application is that, the student
must know the abstraction well enough that he can correctly demonstrate its
use when asked to do so. Application, however, requires a step beyond this.
Given a problem, the student must apply the having to be shown how to use it
in that situation. Comprehension shows that the student can use it correctly.
Application shows he will use it correctly.
 4. Analysis
The breakdown of a communication into its constituent elements or parts such
that the relative hierarchy of ideas is made and/or the relations between the
ideas expressed are made explicit. Such analyses are intended to clarify the
communication, to indicate how the communication is organized, and the way
in which it manages to convey its effects, as well as its basis and arrangement.
5. Synthesis
The putting together of elements and parts so as to form a whole. This
involves the process of working with pieces, parts, elements, etc. and
arranging and combining them in such a way as to constitute a pattern or
structure not clearly there before.
6. Evaluation
Judgments about the value of material and methods for given purposes.
Quantitative and qualitative judgments about the extent to which material and
methods satisfy criteria.

Bloom's Taxonomy

1.  Knowledge
Possession of information of knowledge is the foundation from which all higher
thinking grows.

2.  Comprehension

The second level of thinking is comprehension of the information that has been
recalled or located -- information is not useful unless it understood.   Bits of
information clutter up a student's unless that information is understood well enough to
be used to build more complete concepts and generalizations.  One way we can check
whether students comprehend the information they possess is to have them state that
information in their own works rather than recalling what they have read or heard. 
An additional way we can check students' comprehension is to have them give an
example of the concept or generalization being learned.  When a student comprehends
information, rather than merely recalling it, that information becomes useful in future
problem solving or decision making and makes creativity more probable.

3.  Application

Information and skills become useful when they can be applied to a new, not
previously encountered situation.  Generalizations can be used to solve new problems.
Previous experience can be used to predict outcomes, estimate answers, extrapolate
from data, and/or avoid errors.  It is important that students have experience applying
whatever they learn to new problems and situations.  At the application level, most of
the time we are looking for convergent thinking.

4.  Analysis

Creative thinking and problem solving begin with analytic thinking: mentally taking
something apart to understand better the relationship of the parts to each other and to
 the whole.  To analyze, one must be able to think categorically: that is to organize and
reorganize information into categories.  Once students can "take information apart" to
better understand interrelationships, they are ready to reorganize that information in
new patterns and create with it.

5.  Synthesis

The fifth category of complexity in thinking is synthesis or invention: the creation of

something that is new to its creator.  One difference between application and
synthesis is that usually the former is convergent but the latter is result from divergent
thinking: something new and different.  Note, however, that a student can create only
after s/he has skill and information which then are applied divergently to a new
situation.  Creativity does not spring form a vacuum but emerges from rigor and
structure.

6.  Evaluation

Evaluation, the making of judgments when there is no one answer which is right for
everyone, is one of the most complex levels of thinking because evaluation is based
on all other cognitive levels.  Evaluation or judgment is essential to all intelligent and
satisfying decisions.

Bloom's Taxonomy
The Six Levels of Learning

 KNOWLEDGE

Universal axioms and principles: terminology, facts, specifics, conventions, and criteria versus
principles, theories, structures, and methods

 COMPREHENSION APPLICATION
The use of material in a form different from the Problem solving and the ability to do case study
way it was learned, i.e. translation,
interpretation, extrapolation

 ANALYSIS SYNTHESIS
Of elements, of relations, of organizational Production of a unique communication which
principles: an ability to break down a situation puts a field in a broader context, production of a
into its parts plan or a set of objectives

 EVALUATION
Is it good or bad, workable, helpful, etc.? What values does it uphold? Internal versus external
evidence
 

Bloom's Taxonomy of Questions

Worksheet
Examples of verbs used in each of Bloom's levels.

Application: 
Knowledge: Apply knowledge or generalize to new
Recall information. situation.

 match  dramati
 define  label  apply ze
 list  name  interpret  illustrat
 recognize  use e
 demonstr  solve
Sample: ate  prepare
Define stream bank, floodplain and substrate.  sketch
Draw and label a diagram of a typical stream.
Sample:
Dramatize some of the problems a
homeowner might encounter by building in a
floodplain.

Synthesis: Comprehension:
Bring together parts of knowledge to form a Interpret information in your own words.
whole and build relationships for new
situations.  select
 classify  discuss
 report  translate
 describe

Sample:
Describe in your own words what happens
when a stream's velocity slows.
  design
 arrange  propose
 create  construc
 prepare t
 compar  organize
e  write

Sample:
Design an environmentally responsible
subdivision to be built near the Tangipahoa
River.

Analysis: 
Evaluation: 
Break down knowledge into parts and show
Make judgment on the basis of established
relationship among parts.
criteria.
 question
 support
 categori  contrast
 assess  defend
ze  discrimi
 estimate  score
 criticize nate
 select  value
 examine  test
 attack
 compare
 evaluate
 different
iate
Sample:
Decide whether you are in favor of building
Sample:
on a floodplain; defend your position in a
Contrast building in the coastal zone with
debate.
building in a river floodplain.

 Bloom's Taxonomy
Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that
commonly occur in educational settings. The taxonomy provides a useful structure in which
to categorize test questions, since professors will characteristically ask questions within
particular levels, and if you can determine the levels of questions that will appear on your
exams, you will be able to study using appropriate strategies.

Bloom's Taxonomy
Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that
commonly occur in educational settings. The taxonomy provides a useful structure in which
to categorize test questions, since professors will characteristically ask questions within
particular levels, and if you can determine the levels of questions that will appear on your
exams, you will be able to study using appropriate strategies.

Skills
 
 Competence Demonstrated

Knowledge  observation and recall of information

  knowledge of dates, events, places
 knowledge of major ideas
 mastery of subject matter
 Question Cues:
list, define, tell, describe, identify, show,
label, collect, examine, tabulate, quote,
name, who, when, where, etc.

Comprehension  understanding information

 grasp meaning
 translate knowledge into new context
 interpret facts, compare, contrast
 order, group, infer causes
 predict consequences
 Question Cues: 
summarize, describe, interpret, contrast,
predict, associate, distinguish, estimate,
differentiate, discuss, extend

Application  use information

 use methods, concepts, theories in new
situations
 solve problems using required skills or
knowledge
 Questions Cues: 
apply, demonstrate, calculate, complete,
illustrate, show, solve, examine, modify,
relate, change, classify, experiment,
discover

Analysis  seeing patterns

 organization of parts
 recognition of hidden meanings
 identification of components
 Question Cues:
analyze, separate, order, explain, connect,
classify, arrange, divide, compare, select,
explain, infer

Synthesis  use old ideas to create new ones

 generalize from given facts
 relate knowledge from several areas
  predict, draw conclusions
 Question Cues:
combine, integrate, modify, rearrange,
substitute, plan, create, design, invent,
what it?, compose, formulate, prepare,
generalize, rewrite

Evaluation  compare and discriminate between ideas

 assess value of theories, presentations
 make choices based on reasoned argument
 verify value of evidence
 recognize subjectivity
 Question Cues
assess, decide, rank, grade, test, measure,
recommend, convince, select, judge,
explain, discriminate, support, conclude,
compare, summarize

Levels Bloom's Taxonomy 

Definitions
 Knowledge: Recall or recognize information
Verbal Cues (verbs: Acquire, Choose, Count, Define...)
 Comprehension: Organize learned material, rephrase, describe.
(verbs: Account for, Associate, Change, Classify...)
 Application: Use material to solve a problem.
(verbs: Apply, Calculate, Choose, Collect Information,
Complete...)
 Analysis: Identify reasons, causes, and motives. Reach a
conclusion, infer, or generalize.
(verbs: Analyze, Break down, Categorize, Compare, Contrast...
 Synthesis: Combine ideas or related information, make
predictions.
(verbs: Arrange, Blend, Build, Combine, Compile, Compose,
Construct...)
 Evaluation: Judge the merits of an idea, solution, or esthetic
work.
(verbs: Appraise, Argue, Assess, Award, Conclude, Contrast,
Criticize...)

 
1. Knowledge
The knowledge category simply applies to the ability to recall what has been learned. The recall of dates, information, facts and
even concepts is seen as a lower order skill.
Traditional education has mostly focused on the ability to recall information, but in recent years most countries’ education
systems have moved to something that resembles Bloom’s taxonomy of the Cognitive Domain.
What must not be forgotten when ‘moving up the ladder’ is that the ability to recall information is the foundation upon
which the other categories are built. A common error is to move onto the higher levels without first mastering the ability to
recall information. This is particularly dangerous if this step is skipped in the formative years of a child’s life.
Example:
List the Mind Map Principles and the seven steps in creating a Mind Map.
2. Comprehension
You should be able to demonstrate your understanding of the subject matter. This is best done byexplaining in your own
words, or comparing to something else.
Example:
Explain the Mind Mapping Principles in your own words. Compare the Mind Mapping principles to the Seven Steps in creating a
Mind Map.
3. Application
Applying what you have learnt in a new situation or in solving a problem.
Example:
Create a Mind Map summary of a book, or chapter of a book, using the Mind Map Principles and theSeven Steps in creating a
Mind Map.
4. Analyze
Breaking up the information into parts, comparing, questioning and analyzing. Distinguish between facts and inferences.
Example:
Rank the Mind Map principles in order of importance with reasons, based on the relative benefit of each principle. Which
benefits are absolutely necessary and why? Which are not necessary and why not?
5. Synthesis
Combining the elements learned and perhaps forming a new pattern, new meaning or new structure.
Example:
Use the Seven Steps in creating a Mind Map to combine various sources into one cohesive Mind Map, while blending the
thoughts of the original authors with that of your own.
6. Evaluation
Judge the value of what you have learned, defend the principles and choose the best option when applying the principles.
Evaluate whether you should use the new found knowledge in a situation, or whether you old know would suffice.
Example:
Decide which steps or principles your are going to use or discard when creating a Mind Map. Introduce your own principles
where necessary. Combine linear notes with Mind Maps when taking notes.
Conclusion
Mind Maps naturally allow you use each of these thinking skills when learning or thinking. A Mind Mapenables you to see the
big picture as well as the individual parts. The branches naturally allow you toeasily compare one branch to another. You
can easily combine your own thoughts with that of the original author and you can easily generate new thoughts or solve
problems by using Mind Maps.
We have put together a Learning Management Program that utilizes Mind Maps and therefore Bloom’s taxonomy in the delivery
of the material and your practical application of the material. You first learn the knowledge and skills and then you apply it
before you adapt it to your own needs.