Blooms Taxonomy

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate

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Example and Key Words (verbs)

Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.

Knowledge: Recall data or information.

Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

Comprehension: Understand the meaning, translation, interpolation, and interpretation

Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex

of instructions and problems. State a problem in one's own words.

task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Examples: Use a manual to calculate an employee's

Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a

Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.

Evaluation: Make judgments about the value of ideas or materials. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports

Levels of Questions in Bloom's Taxonomy

The goal of classroom questioning is not to determine whether students have learned something (as would be the case in tests, quizzes, and exams), but rather to guide students to help them learn necessary information and material. Questions should be used to teach students rather than to just test students! Teachers frequently spend a great deal of classroom time testing students through questions. In fact, observations of teachers at all levels of education reveal that most spend more than 90 percent of their instructional time testing students (through questioning). And most of the questions teachers ask are typically factual questions that rely on short-term memory. Although questions are widely used and serve many functions, teachers tend to overuse factual questions such as What is the capital of California? Not surprising, many teachers ask upward of 400 questions each and every school day. And approximately 80 percent of all the questions teachers ask tend to be factual, literal, or knowledge-based questions. The result is a classroom in which there is little creative thinking taking place. Many years ago, an educator named Benjamin Bloom developed a classification system we now refer to as Bloom's Taxonomy to assist teachers in recognizing their various levels of question-asking (among other things). The system contains six levels, which are arranged in hierarchical form, moving from the lowest level of cognition (thinking) to the highest level of cognition (or from the least complex to the most complex):

Knowledge Comprehension Application Analysis Synthesis Evaluation

Knowledge
This is the lowest level of questions and requires students to recall information. Knowledge questions usually require students to identify information in basically the same form it was presented. Some examples of knowledge questions include

What is the biggest city in Japan? Who wrote War and Peace? How many ounces in a pound?
Words often used in knowledge questions include know, who, define, what, name, where, list, and when.

Comprehension
Simply stated, comprehension is the way in which ideas are organized into categories. Comprehension questions are those that ask students to take several bits of information and put them into a single category or grouping. These questions go beyond simple recall and require students to combine data together. Some examples of comprehension questions include

How would you illustrate the water cycle? What is the main idea of this story? If I put these three blocks together, what shape do they form?
Words often used in comprehension questions include describe, use your own words, outline, explain, discuss, and compare.

Application
At this level, teachers ask students to take information they already know and apply it to a new situation. In other words, they must use their knowledge to determine a correct response. Some examples of application questions include

How would you use your knowledge of latitude and longitude to locate Greenland? What happens when you multiply each of these numbers by nine? If you had eight inches of water in your basement and a hose, how would you use the hose to get the water out?
Words often used in application questions include apply, manipulate, put to use, employ, dramatize, demonstrate, interpret, and choose.

Analysis
An analysis question is one that asks a student to break down something into its component parts. To analyze requires students to identify reasons, causes, or motives and reach conclusions or generalizations. Some examples of analysis questions include

What are some of the factors that cause rust? Why did the United States go to war with England? Why do we call all these animals mammals?
Words often used in analysis questions include analyze, why, take apart, diagram, draw conclusions, simplify, distinguish, and survey.

Synthesis
Synthesis questions challenge students to engage in creative and original thinking. These questions invite students to produce original ideas and solve problems. There's always a variety of potential responses to synthesis questions. Some examples of synthesis questions include

How would you assemble these items to create a windmill? How would your life be different if you could breathe under water? Construct a tower one foot tall using only four blocks. Put these words together to form a complete sentence.
Words often used in synthesis questions include compose, construct, design, revise, create, formulate, produce, and plan.

Evaluation
Evaluation requires an individual to make a judgment about something. We are asked to judge the value of an idea, a candidate, a work of art, or a solution to a problem. When students are engaged in decision-making and problemsolving, they should be thinking at this level. Evaluation questions do not have single right answers. Some examples of evaluation questions include

What do you think about your work so far? What story did you like the best? Do you think that the pioneers did the right thing? Why do you think Benjamin Franklin is so famous?
Words often used in evaluation questions include judge, rate, assess, evaluate, What is the best , value, criticize, and compare. It's Elementary Many teachers think primary-level students (kindergarten through grade 2) cannot handle higher-level thinking questions (application, analysis, synthesis, evaluation). Nothing could be further from the truth! Challenging all students through higher-order questioning is one of the best ways to stimulate learning and enhance brain developmentregardless of age. What does all this mean? Several things, actually! It means you can ask your students several different kinds of questions. If you only focus on one type of question, your students might not be exposed to higher levels of thinking necessary to a complete understanding of a topic. If, for example, you only ask students knowledge-based questions, then your students might think that learning (a specific topic) is nothing more than the ability to memorize a select number of facts. You can use this taxonomy to help craft a wide range of questionsfrom low-level thinking questions to high-level thinking questions. If variety is the spice of life, you should sprinkle a variety of question types throughout every lesson, regardless of the topic or the grade level you teach.

Bloom's Taxonomy is not grade-specific. That is, it does not begin at the lower grades (kindergarten, first, second) with knowledge and comprehension questions and move upward to the higher grades (tenth, eleventh, twelfth) with synthesis and evaluation questions. The six levels of questions are appropriate for all grade levels. Perhaps most important, students tend to read and think based on the types of questions they anticipate receiving from the teacher. In other words, students will tend to approach any subject as a knowledge-based subject if they are presented with an overabundance of knowledge-level questions throughout a lesson. On the other hand, students will tend to approach a topic at higher levels of thinking if they are presented with an abundance of questions at higher levels of thinking.

Knowledge
Useful Verbs tell list describe relate locate write find state name Sample Question Stems What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? Potential activities and products Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.

Comprehension
Useful Verbs explain interpret outline discuss distinguish predict restate translate compare describe Sample Question Stems Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Potential activities and products

Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event.

Can you distinguish Prepare a flow chart to illustrate the between...? sequence of events. What differences exist Make a colouring book. between...? Can you provide an example of what you mean...? Can you provide a definition for...?

Application
Useful Verbs solve show use illustrate construct complete examine classify Sample Question Stems Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ...?

Potential activities and pr

Construct a model to demon it will work. Make a diorama to illustrate important event. Make a scrapbook about the study. Make a paper-mache map to relevant information about a Take a collection of photogra demonstrate a particular poi Make up a puzzle game suin ideas from the study area. Make a clay model of an item material. Design a market strategy for product using a known strate model. Dress a doll in national costu Paint a mural using the same materials. Write a textbook about... for

Analysis
Useful Verbs analyse distinguish examine compare contrast investigate categorise identify explain separate advertise Sample Question Stems Potential activities and products Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, colour and texture.

Which events could have happened...? I ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? 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 Sample Question Stems Potential activities and products

Can you design a ... to Invent a machine to do a specific task. ...? Design a building to house your study. Why not compose a Create a new product. Give it a name song about...? and plan a marketing campaign.

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plan construct design imagine propose devise formulate

Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...

Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

Evaluation
Useful Verbs judge select choose decide justify debate verify argue recommend assess discuss rate prioritise determine Sample Question Stems Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? How effective are...? What do you think Potential activities and products Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...

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about...?

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