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...?

 Tell  How many...?

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

 Which is true or false...?

COMPREHENSION

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

 Explain  Can you write in your own  Cut out or draw pictures to show a

 Interpret words...? particular event.

 Outline  Can you write a brief  Illustrate what you think the main

 Discuss outline...? idea was.

 Distinguish  What do you think could of  Make a cartoon strip showing the

 Predict happened next...? sequence of events.

 Restate  Who do you think...?  Write and perform a play based on

 Translate  What was the main idea...? the story.

 Compare  Who was the key  Retell the story in your words.

 Describe character...? Paint a picture of some aspect you

 Can you distinguish like.

between...?  Write a summary report of an

 What differences exist event.

between...?  Prepare a flow chart to illustrate

  Can you provide an the sequence of events.

example of what you  Make a colouring book.

mean...?

 Can you provide a definition

for...?

APPLICATION

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

 Solve  Do you know another  Construct a model to demonstrate

 Show instance where...? how it will work.

 Use  Could this have happened  Make a scrapbook about the areas

 Illustrate in...? of study.

 Construct  Can you group by  Take a collection of photographs to

 Complete characteristics such as...? demonstrate a particular point.

 Examine What factors would you  Make up a puzzle game suing the

 Classify change if...? ideas from the study area.

 Can you apply the method  Make a clay model of an item in

used to some experience of the material.

your own...?  Design a market strategy for your

 What questions would you product using a known strategy as

ask of...? a model.

 From the information given,  Paint a mural using the same

can you develop a set of materials.

instructions about...?  Write a textbook about... for

 Would this information be others.

useful if you had a ...?

ANALYSIS

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

 Analyse  Which events could have  Design a questionnaire to gather

 Distinguish happened...? information.

 Examine  I ... happened, what might  Write a commercial to sell a new

 Compare the ending have been? product.

 Contrast  How was this similar to...?  Conduct an investigation to

 Investigate  What was the underlying produce information to support a

 Categorise theme of...? view.

 Identify  What do you see as other  Make a flow chart to show the

 Explain possible outcomes? critical stages.

 Separate  Why did ... changes occur?  Construct a graph to illustrate

 Advertise  Can you compare your ... selected information.

with that presented in...?  Make a family tree showing

 Can you explain what must relationships.

have happened when...?  Put on a play about the study area.

 How is ... similar to ...?  Write a biography of the study

 What are some of the person.

problems of...?  Prepare a report about the area of

 Can you distinguish study.

between...?  Arrange a party. Make all the

 What were some of the arrangements and record the steps

motives behind...? needed.

 What was the turning point  Review a work of art in terms of

in the game? form, colour and texture.

 What was the problem  Review a film

with...?
SYNTHESIS

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

 Create  Can you design a ... to ...?  Invent a machine to do a specific

 Invent  Why not compose a song task.

 Compose about...?  Design a building to house your

 Predict  Can you see a possible study.

 Plan solution to...?  Create a new product. Give it a

 Construct  If you had access to all name and plan a marketing

 Design resources how would you campaign.

 Imagine deal with...?  Write about your feelings in

 Propose  Why don't you devise your relation to...

 Devise own way  Write a TV show, play, puppet

 Formulate  to deal with...? show, role play, song or pantomime

 What would happen if...? about...?

 How many ways can you...?  Design a record, book, or

 Can you create new and magazine cover for...?

unusual uses for...?  Make up a new language code and

 Can you write a new recipe write material suing it.

for a tasty dish?  Sell an idea.

 Can you develop a proposal  Devise a way to...

which would...  Compose a rhythm or put new

words to a known melody.

EVALUATION

SAMPLE
USEFUL VERBS POTENTIAL ACTIVITIES AND PRODUCTS
QUESTIONS
 Judge  Is there a better  Prepare a list of criteria to judge a ... show.

 Select solution to... Indicate priority and ratings.

 Choose  Judge the value  Conduct a debate about an issue of special

 Decide of... interest.

 Justify  Can you defend  Make a booklet about 5 rules you see as

 Debate your position important. Convince others.

 Verify about...?  Form a panel to discuss views, e.g. "Learning

 Argue  Do you think ... is at School.".

 Recommend a good or a bad  Write a letter to ... advising on changes

 Assess thing? needed at...

 Discuss  How would you  Write a report.

 Rate have handled...?  Prepare a case to present your view about...

 Prioritise  What changes to

 Determine ... would you

recommend?

 Do you believe?

 Are you a ...

person?

 How would you

feel if...?

 How effective

are...?

 What do you

think about...?