Writing Objectives Using Bloom's Taxonomy
LEVEL LEVEL ATTRIBUTES
Exhibits previously learned
material by recalling facts,
terms, basic concepts and
answers.
1: Knowledge
Demonstrating
understanding of facts and
ideas by organizing,
comparing, translating,
interpreting, giving
descriptions and stating
main ideas.
2: Comprehension
Solving problems by
applying acquired
knowledge, facts,
techniques and rules in a
3: Application
different way.
KEYWORDS
who, what, why, when,
omit, where, which,
choose, find, how,
define, label, show,
spell, list, match, name,
relate, tell, recall, select
compare, contrast,
demonstrate, interpret,
explain, extend,
illustrate, infer, outline,
relate, rephrase,
translate, summarize,
show, classify
apply, build, choose,
construct, develop,
interview, make use of,
organize, experiment
with, plan, select, solve,
utilize, model, identify
QUESTIONS
What is ...? How is ...?
Where is ...? When did
_______ happen? How
did ______ happen?
How would you explain
...? Why did ...? How
would you describe ...?
When did ...? Can you
recall ...? How would
you show ...? Can you
select ...? Who were the
main ...? Can you list
three ...? Which one ...?
Who was ...?
How would you classify
the type of ...? How
would you compare ...?
contrast ...? Will you
state or interpret in your
own words ...? How
would you rephrase the
meaning ...? What facts
or ideas show ...? What is
the main idea of ...?
Which statements
support ...? Can you
explain what is
happening . . . what is
meant . . .? What can you
say about ...? Which is
the best answer ...? How
would you summarize
...?
How would you use ...?
What examples can you
find to ...? How would
you solve _______ using
what you have learned
...? How would you
organize _______ to
show ...? How would you
 LEVEL LEVEL ATTRIBUTES KEYWORDS QUESTIONS

show your understanding

of ...? What approach
would you use to ...?
How would you apply
what you learned to
develop ...? What other
way would you plan to
...? What would result if
...? Can you make use of
the facts to ...? What
elements would you
choose to change ...?
What facts would you
select to show ...? What
questions would you ask
in an interview with ...?

Examining and breaking analyze, categorize, What are the parts or

information into parts by classify, compare, features of ...? How is
identifying motives or contrast, discover, _______ related to ...?
causes; making inferences dissect, divide, examine, Why do you think ...?
and finding evidence to inspect, simplify, What is the theme ...?
support generalizations. survey, take part in, test What motive is there ...?
for, distinguish, list, Can you list the parts ...?
distinction, theme, What inference can you
relationships, function, make ...? What
motive, inference, conclusions can you
assumption, conclusion draw ...? How would you
4: Analysis
classify ...? How would
you categorize ...? Can
you identify the
difference parts ...? What
evidence can you find ...?
What is the relationship
between ...? Can you
make a distinction
between ...? What is the
function of ...? What
ideas justify ...?

Compiling information build, choose, combine, What changes would you

together in a different way compile, compose, make to solve ...? How
by combining elements in a construct, create, design, would you improve ...?
new pattern or proposing develop, estimate, What would happen if
5: Synthesis alternative solutions. formulate, imagine, ...? Can you elaborate on
invent, make up, the reason ...? Can you
originate, plan, predict, propose an alternative ...?
propose, solve, solution, Can you invent ...? How
suppose, discuss, would you adapt
 LEVEL LEVEL ATTRIBUTES KEYWORDS QUESTIONS

modify, change, ________ to create a

original, improve, adapt, different ...? How could
minimize, maximize, you change (modify) the
delete, theorize, plot (plan) ...? What
elaborate, test, improve, could be done to
happen, change minimize (maximize) ...?
What way would you
design ...? What could be
combined to improve
(change) ...? Suppose
you could _______ what
would you do ...? How
would you test ...? Can
you formulate a theory
for ...? Can you predict
the outcome if ...? How
would you estimate the
results for ...? What facts
can you compile ...? Can
you construct a model
that would change ...?
Can you think of an
original way for the ...?

Summarize, Solve,
Analyze,
Explain, Illustrate, Design,
Organize,
List, Name, Interpret, Calculate, Hypothesize,
Deduce,
Identify, Show, Describe, Use, Support, Evaluate, Choose,
Contrast,
Define, Compare, Interpret, Schematize, Estimate, Judge,
Compare,
Recognize, Recall, Paraphrase, Relate, Write, Defend, Criticize
Distinguish,
State, Visualize Differentiate, Manipulate, Report,
Discuss, Plan,
Demonstrate, Apply, Justify
Devise
Classify Modify
According to Benjamin Bloom, and his colleagues, there are six levels of cognition:

1. Knowledge: rote memorization, recognition, or recall of facts

2. Comprehension: understanding what the facts mean
3. Application: correct use of the facts, rules, or ideas
4. Analysis: breaking down information into component parts
5. Synthesis: combination of facts, ideas, or information to make a new whole
6. Evaluation: judging or forming an opinion about the information or situation

Ideally, each of these levels should be covered in each course and, thus, at least one objective
should be written for each level. Depending on the nature of the course, a few of these levels
may need to be given more emphasis than the others.
Below are examples of objectives written for each level of Blooms Taxonomy and activities and
assessment tools based on those objectives. Common key verbs used in drafting objectives are
also listed for each level.

LEVEL EXAMPLE EXAMPLE EXAMPLE

LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT
 LEVEL EXAMPLE EXAMPLE EXAMPLE
LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT

Rote list, recite, By the end of Have students Use the following
memorization, define, name, this course, the group up and question on an
recognition, or match, quote, student will be perform simple exam or
recall of facts. recall, identify, able to recite experiments to homework.
1: Knowledge label, Newtons three the class Recite Newtons
recognize laws of showing how three laws of
motion. one of the laws motion.
of motion
works.

Understanding describe, By the end of Group students Assign the

what the facts explain, this course, the into pairs and students to write
mean. paraphrase, student will be have each pair a simple essay
restate, give able to explain think of words that explains
original Newtons three that describe what Newtons
examples of, laws of motion motion. After a laws of motion
2: summarize, in his/her own few minutes, mean in his/her
Comprehension interpret, words. ask pairs to own words.
discuss volunteer some
of their
descriptions and
write these
descriptions on
the board.

Correct use of calculate, By the end of After presenting On a test, define

the facts, rules, predict, apply, this course, the the kinetic a projectile and
or ideas. solve, student will be energy equation ask the students
illustrate, use, able to in class, have to Calculate the
demonstrate, calculate the the students pair kinetic energy of
determine, kinetic energy off for just a the projectile.
3: Application model of a projectile. few minutes
and practice
using it so that
they feel
comfortable
with it before
being assessed.

Breaking classify, By the end of Present the Give the students

down outline, break this course, the students with an assignment
information down, student will be different that asks them
into categorize, able to situations outline the basic
4: Analysis
component analyze, differentiate involving principles of
parts. diagram, between energy and ask kinetic and
illustrate potential and the students to potential energy.
kinetic categorize the Ask them to point
 LEVEL EXAMPLE EXAMPLE EXAMPLE
LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT

energy. energy as either out the

kinetic or differences
potential then between the two
have them as well as how
explain in detail they are related.
why they
categorized it
the way they
did, thus
breaking down
what exactly
makes up
kinetic and
potential
energy.

Combining design, By the end of Tie each lecture Give the students
parts to make a formulate, this section of or discussion to a project in which
new whole. build, invent, the course, the the previous they must design
create, student will be lectures or an original
compose, able to design discussions homework
generate, an original before it, thus problem dealing
derive, modify, homework helping the with the principle
5: Synthesis
develop problem students of conservation
dealing with assemble all the of energy.
the principle of discreet
conservation of classroom
energy. sessions into a
unified topic or
theory.

Judging the choose, By the end of Have different On a test,

value or worth support, relate, the course, the groups of describe a
of information determine, student will be students solve dynamic system
or ideas. defend, judge, able to the same and ask the
grade, determine problem using students which
compare, whether using different method they
contrast, argue, conservation of methods, then would use to
6: Evaluation justify, energy or have each group solve the problem
support, conservation of present the pros and why.
convince, momentum and cons of the
select, evaluate would be more method they
appropriate chose.
forsolving a
dynamics
problem.