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Higher Order

Thinking Skills

Blooms Taxonomy 1956

Evaluation

Lower Order
Thinking Skills
Synthesis
Analysis

Classify
Compare
Convert
Defend
Describe
Discuss
Distinguish
Estimate
Explain
Express

Apply
Change
Choose
Complete
Construct
Demonstrate
Discover
Dramatize
Employ
Illustrate
Interpret

Ability to separate
material into component
parts and show
relationships between
parts
Analyze
Appraise
Breakdown
Calculate
Categorize
Compare
Contrast
Criticize
Debate
Diagram
Differentiate

Extend
Generalized
Give Example(s)
Identify
Indicate
Infer

Manipulate
Modify
Operate
Practice
Predict
Prepare

Discriminate
Distinguish
Examine
Experiment
Identify
Illustrate

Application
Comprehension
Knowledge
Ability to recall
previously learned
material
Arrange
Define
Describe
Duplicate
Identify
Label
List
Match
Memorize
Name
Order
Outline
Recognize
Relate
Recall
OPAR 2012

Ability to grasp
meaning, explain,
and restate ideas

Ability to use learned


material in new
situations

Ability to put together


the separate idea to
form new whole,
establish

Ability to Judge the


worth of material
against stated criteria
Appraise

Arrange
Assemble
Categorize
Collect
Combine
Comply
Compose
Construct
Create
Design
Develop
Devise

Argue
Assess
Choose
Compare
Conclude
Contrast
Defend
Describe
Discriminate
Estimate
Evaluate
Explain

Explain
Formulate
Generate
manage
Organize
Plan

Interpret
Judge
Justify
Measure
Predict
Rate
Page 1

Record
Repeat
Reproduce
Select
State
Tell
Underline

Locate
Paraphrase
Predict
Recognize
Restate
Rewrite
Review
Select
Summarize
Tell
Translate

Produce
Relate
Schedule
Show
Sketch
Solve
Use
Write

Infer
Inspect
Inventory
Model
Outline
Point out
Question
Relate
Select
Separate

Prepare
Rearrange
Reconstruct
Relate
Reorganize
Revise
Rewrite
Set up
Summarize
Synthesize
Tell
Write

Revise
Score
Select
Support
value

Some of this material was adopted from:


Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy
of Educational Objectives. New York: Longman.
Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a
committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green
Churches, A. (2007). Blooms Digital Taxonomy. Retrieved from http://www.techlearning.com/techlearning/archives/2008/04/AndrewChurches.pdf
University of West Floridas Center for University Teaching, Learning, and Assessment. Action Words for Blooms Taxonomy. Retrieved from
http://uwf.edu/cutla/SLO/ActionWords.pdf

OPAR 2012

Page 2

Anderson and Krathwohls Taxonomy 2000

Higher Order
Thinking Skills

Creating

Lower Order
Thinking Skills

Evaluating

Ask
Associate
Cite
Classify
Compare
Convert
Defend

Carrying out or using a


procedure through
executing or
implementing.
Act
Administer
Articulate
Apply
Calculate
Chart
Collect
Compute
Change

Breaking concept into


part, determining how
the parts relate to one
another or to an overall
structure or purpose.
Advertise
Analyze
Appraise
Breakdown
Calculate
Categorize
Classify
Compare
Conclude

Making judgments
based on criteria and
standards through
checking and critiquing
Appraise
Argue
Assess
Choose
Compare
Conclude
Contrast
Consider
Convince
Critique
Debate

Describe

Choose

Connect

Decide

Match

Discuss

Complete

Contrast

Defend

Memorize

Distinguish

Construct

Correlate

Describe

Name
Order
Outline
Quote

Demonstrate
Discover
Differentiate

Demonstrate
Discover
Dramatize

Criticize
Debate
Deduce

Discriminate
Distinguish
Editorialize

Estimate

Develop

Devise

Estimate

Recognize
Relate
Recall

Explain
Express
Extend

Establish
Examine
Explain

Diagram
Differentiate
Discriminate

Evaluate
Explain
Find errors

Analyzing
Applying
Understanding
Remembering
Retrieving, recalling or
recognizing knowledge
from memory.
Arrange
Define
Describe
Duplicate
Identify
Locate
Label
List

OPAR 2012

Constructing meaning
form different types of
function be they written
or graphic

Putting the elements


together to form a
coherent or functional
whole

Adapt
Anticipate
Arrange
Assemble
Categorize
Collaborate
Collect
Combine
Comply
Compose
Construct
Create
Design
Develop
Devise
Explain
Express
Facilitate
Formulate
Generate
Imagine
Page 3

Record
Repeat
Reproduce
Select
State
Tell
Underline
Visualize

Give Example(s)
Group
Identify
Indicate
Infer
Illustrate
Judge
Paraphrase
Predict
Recognize
Restate
Rewrite
Review
Select
Summarize
Show
Tell
Translate
Trace
Transform

Employ
Illustrate
Interpret
Judge
List
Manipulate
Modify
Operate
Practice
Predict
Prepare
Produce
Relate
Record
Simulate
Schedule
Show
Sketch
Solve
Teach
Transfer

Utilize
Use
Write

Distinguish
Dissect
Divide
Estimate
Evaluate
Examine
Experiment
Explain
Focus
Identify
Illustrate
Infer
Inspect
Inventory
Model
Order
Organize
Outline
Plan
Point out
Prioritize
Question
Relate
Select
Separate

Subdivide
Survey
Test

OPAR 2012

Grade
Interpret
Judge
Justify
Measure
Order
Persuade
Predict
Rank
Rate
Recommend
Reframe
Revise
Score
Select
Support
value
Rewrite
Set up
Summarize
Synthesize
Tell
Value

Weight
Write

Infer
Intervene
Justify
Make
Manage
Negotiate
Organize
Originate
Plan
Prepare
Propose
Rearrange
Reconstruct
Relate
Reorganize
Revise
Rewrite
Schematize
Set up
Simulate
Solve
Speculate
Structure
Support
Summarize
Synthesize
Test
Tell
Validate

Page 4

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