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BLOOM’S TAXONOMY AND


THE DIFFERENT LEVELS
OF QUESTIONS
 
 
THE TAXONOMY OF BLOOM

As teachers and as people part of the world, we ask questions to our learners

and people everyday. Not all questions are on the same level. Some questions

are easy to answer where other questions may require a great deal of thinking.

Bloom (1956) has provided us with his taxonomy to assist us to compose

questions on different levels of thinking. This taxonomy ranges from lower to

higher levels of cognitive thinking. These levels are (I will shortly provide more

detail of each level):

(1)    Knowledge

(2)    Comprehension

(3)    Application

(4)    Analysis

(5)    Synthesis

(6)    Evaluation

EXAMPLES OF QUESTIONS IN THE TAXONOMY

Dalton and Smith[1] (1986) provide us with the following examples:


 

KNOWLEDGE

POTENTIAL ACTIVITIES AND


USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

·       What happened


after...?
·       How many...?
·       Make a list of the main
·       Tell ·       Who was it that...?
events..
·       List ·       Can you name
·       Make a timeline of events.
·       Describe the...?
·       Make a facts chart.
·       Relate ·       Describe what
·       Write a list of any pieces of
·       Locate happened at...?
information you can
·       Write ·       Who spoke to...?
remember.
·       Find ·       Can you tell why...?
·       List all the .... in the
·       State ·       Find the meaning
story/article/reading piece.
·       Name of...?
·       Make a chart showing...
·       What is...?
·       Which is true or
false...?

COMPREHENSION

POTENTIAL ACTIVITIES
USEFUL VERBS SAMPLE QUESTIONS
AND PRODUCTS

·       Explain ·       Can you write in your ·       Cut out or draw pictures
·       Interpret own words...? to show a particular
·       Outline ·       Can you write a brief event.
·       Discuss outline...? ·       Illustrate what you think
·       Distinguish ·       What do you think the main idea was.
·       Predict could of happened ·       Make a cartoon strip
·       Restate next...? showing the sequence
·       Translate ·       Who do you think...? of events.
·       Compare ·       What was the main ·       Write and perform a
·       Describe idea...? play based on the story.
·       Who was the key ·       Retell the story in your
character...? words.
·       Can you distinguish Paint a picture of some
between...? aspect you like.
·       What differences ·       Write a summary report
exist between...? of an event.
·       Can you provide an ·       Prepare a flow chart to
example of what you illustrate the sequence
mean...? of events.
·       Can you provide a ·       Make a colouring book.
definition for...?

 
APPLICATION
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES
AND PRODUCTS

·       Solve ·       Do you know another ·       Construct a model to


·       Show instance where...? demonstrate how it will
·       Use ·       Could this have work.
·       Illustrate happened in...? ·       Make a scrapbook about
·       Construct ·       Can you group by the areas of study.
·       Complete characteristics such ·       Take a collection of
·       Examine as...? photographs to
·       Classify What factors would demonstrate a particular
you change if...? point.
·       Can you apply the ·       Make up a puzzle game
method used to some suing the ideas from the
experience of your study area.
own...? ·       Make a clay model of an
·       What questions would item in the material.
you ask of...? ·       Design a market
·       From the information strategy for your product
given, can you develop using a known strategy
a set of instructions as a model.
about...? ·       Paint a mural using the
·       Would this information same materials.
be useful if you had a ·       Write a textbook about...
...? for others.
 

  
 
ANALYSIS

POTENTIAL ACTIVITIES
USEFUL VERBS SAMPLE QUESTIONS
AND PRODUCTS

·       Analyse ·       Which events could ·       Design a questionnaire


·       Distinguish have happened...? to gather information.
·       Examine ·       I ... happened, what ·       Write a commercial to
·       Compare might the ending sell a new product.
·       Contrast have been? ·       Conduct an investigation
·       Investigate ·       How was this similar to produce information
·       Categorise to...? to support a view.
·       Identify ·       What was the ·       Make a flow chart to
·       Explain underlying theme show the critical stages.
·       Separate of...? ·       Construct a graph to
·       Advertise ·       What do you see as illustrate selected
other possible information.
outcomes? ·       Make a family tree
·       Why did ... changes showing relationships.
occur? ·       Put on a play about the
·       Can you compare study area.
your ... with that ·       Write a biography of the
presented in...? study person.
·       Can you explain what ·       Prepare a report about
must have happened the area of study.
when...? ·       Arrange a party. Make all
·       How is ... similar to the arrangements and
...? record the steps needed.
·       What are some of ·       Review a work of art in
the problems of...? terms of form, colour
·       Can you distinguish and texture.
between...? ·       Review a film
·       What were some of
the motives
behind...?
·       What was the turning
point in the game?
·       What was the
problem with...?

 
  
SYNTHESIS

POTENTIAL ACTIVITIES
USEFUL VERBS SAMPLE QUESTIONS
AND PRODUCTS

·       Create ·       Can you design a ... ·       Invent a machine to do a
·       Invent to ...? specific task.
·       Compose ·       Why not compose a ·       Design a building to
·       Predict song about...? house your study.
·       Plan ·       Can you see a ·       Create a new product.
·       Construct possible solution Give it a name and plan a
·       Design to...? marketing campaign.
·       Imagine ·       If you had access to ·       Write about your feelings
·       Propose all resources how in relation to...
·       Devise would you deal ·       Write a TV show, play,

·       Formulate with...? puppet show, role play,


·       Why don't you devise song or pantomime
 
your own way about...?
·       to deal with...? ·       Design a record, book, or
·       What would happen magazine cover for...?
if...? ·       Make up a new language
·       How many ways can code and write material
you...? suing it.
·       Can you create new ·       Sell an idea.
and unusual uses ·       Devise a way to...
for...? ·       Compose a rhythm or put
·       Can you write a new new words to a known
recipe for a tasty melody.
dish?
·       Can you develop a
proposal which
would...

 
 
EVALUATION

POTENTIAL ACTIVITIES
USEFUL VERBS SAMPLE QUESTIONS
AND PRODUCTS

·       Judge ·       Is there a better ·       Prepare a list of criteria


·       Select solution to... to judge a ... show.
·       Choose ·       Judge the value of...
·       Decide ·       Can you defend your Indicate priority and
·       Justify position about...? ratings.
·       Debate ·       Do you think ... is a ·       Conduct a debate
·       Verify good or a bad thing? about an issue of
·       Argue ·       How would you have special interest.
·       Recommend handled...? ·       Make a booklet about 5
·       Assess ·       What changes to ... rules you see as
·       Discuss would you important. Convince
recommend? others.
·       Rate
·       Do you believe? ·       Form a panel to
·       Prioritise
·       Are you a ... person? discuss views, e.g.
·       Determine
·       How would you feel "Learning at School.".
if...? ·       Write a letter to ...
·       How effective are...? advising on changes
·       What do you think needed at...
about...? ·       Write a report.
·       Prepare a case to
present your view
about...

[1] Dalton, J. & Smith, D., (1986). Extending Children’s Special Abilities:
Strategies for primary classrooms (pp. 36-37).
 

Or available at: http://www.teachers.ash.org.au/researchskills/Dalton.htm