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Different Types of Questions Based On Bloom

The document discusses Bloom's Taxonomy and different types of questions that can be asked to students based on the six levels of Bloom's: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It provides examples of question stems and keywords for each level. The document also provides suggestions for effective questioning techniques such as asking thought-provoking questions, building in wait time, calling on students by name, redirecting and paraphrasing questions, understanding why students repeat questions, scripting key questions in advance, inviting multiple responses, and answering questions with other questions.

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Mike Lassa
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96 views3 pages

Different Types of Questions Based On Bloom

The document discusses Bloom's Taxonomy and different types of questions that can be asked to students based on the six levels of Bloom's: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. It provides examples of question stems and keywords for each level. The document also provides suggestions for effective questioning techniques such as asking thought-provoking questions, building in wait time, calling on students by name, redirecting and paraphrasing questions, understanding why students repeat questions, scripting key questions in advance, inviting multiple responses, and answering questions with other questions.

Uploaded by

Mike Lassa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Different Types of Questions based on Bloom's Taxonomy

Knowledge (Remembering)

These types of questions test the students’ ability to memorize and to recall terms, facts and
details without necessarily understanding the concept.

Key Words: Memorize, Define, Identify, Repeat, Recall, State, Write, List & Name

Examples of questions:

"What is...?"

"How would you describe...?"

"Why did...?

"How would your show...?"

Comprehension (Understanding)

These questions test the students’ ability to summarize and describe in their own words without
necessarily relating it to anything.

Key Words: Describe, Distinguish, Explain, Interpret, Predict, Recognize & Summarize

Examples of questions:

"What facts or ideas show...?"

"How would you compare...?"

"How would your classify...?

"Can you explain what is happening...?"

Application (Transferring)

Application questions encourage students to apply or transfer learning to their own life or to a
context different than one in which it was learned.

Key Words: Apply, Compare, Contrast, Demonstrate, Examine, Relate, Solve & Use

Examples of questions:

"What would result if...?"

"What facts would you select to show...?"

"What approach would you use to...?"

"How would you use...?"


Analysis (Relating)

These questions encourage students to break material into parts, describe patterns and
relationships among parts, to subdivide information and to show how it is put together.

Key Words: Analyze, Differentiate, Distinguish, Explain, Infer, Relate, Research & Separate

Examples of questions:

"What inference can you make...?"

"What is the relationship between...?"

"What evidence can you find...?"

"What things justify...?"

Synthesis (Creating)

These questions encourage students create something new by using a combination of ideas from
different sources to form a new whole.

Key Words: Arrange, Combine, Create, Design, Develop Formulate, Integrate & Organize

Examples of questions:

"What could be changed to improve...?"

"How would you test...?"

"What way would you design...?"

"What outcome would you predict for...?"

Evaluation (Judging)

Evaluation questions encourage students to develop opinions and make value decisions about
issues based on specific criteria.

Key Words: Assess, Critique, Determine, Evaluate, Judge, Justify, Measure & Recommend

Examples of questions:

"How could you select...?"

"How could you prove...?"

"How would you prioritize...?"

"What information would you use to support...?"


Suggestions for Effective Questioning Techniques

The following questioning techniques should be used to create a learner-centered environment.


They promote learning by encouraging critical thinking skills and increasing student participation.

1. Ask Thought Provoking Questions

Promote higher order, critical thinking skills and get the students to question their own views. Ask
different types of questions to get students to demonstrate their knowledge and comprehension as
well as their ability to apply, analyze, synthesize and evaluate material.

2. Build in Sufficient Wait Time

Wait 10 to 12 seconds before calling on a student by name to answer. If the students still don’t
understand the question, perhaps it needs to be rephrased.

3. Pose a Question / Call on Students by Name

Make learning personal by calling on different students in every class. This also encourages
student to come to class prepared and ready to contribute.

4. Redirect Student Questions

Redirecting student questions is beneficial because it shows students they can be sources of
information for one another, it encourages positive dialogue in the classroom, it increases student
participation, and allows the instructor to formulate a synthesized response.

5. Paraphrase Student Questions

An instructor can increase participation by paraphrasing questions. The question can also be raised
to a higher order status, which increases the interest level for all students, especially the one who
originally asked the question.

6. Understand Why Students Repeat the Same Questions

Remember that understanding may not always occur at the time of delivery. It is not until the new
material has been digested and has become meaningful that students can ask questions.

7. Script-out Key Questions

Key points you want to cover in your demonstration, discussion, lecture or workshop should be
thought about in advance. How can you elicit these points from the students? Key questions
should be planned and well thought out before going to class.

8. Invite More Than One Response to a Question

Call on several students to get varying ideas and opinions before offering your own.

9. Answer Student Questions with Another Question

Encourage students to think for themselves and to demonstrate their understanding of new
material.

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