Writing Objectives Using Bloom's Taxonomy

Various researchers have summarized how to use Blooms Taxonomy. Following are four interpretations that you can use as
guides in helping to write objectives using Blooms Taxonomy.

From: KC Metro [old link, no longer functioning?]

Blooms Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes
intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions
asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.

LEVEL
LEVEL KEYWORDS QUESTIONS
ATTRIBUTES

Exhibits previously who, what, why, when, What is ...? How is ...?
learned material by omit, where, which, Where is ...? When did
recalling facts, choose, find, how, define, _______ happen? How did
terms, basic label, show, spell, list, ______ happen? How
concepts and match, name, relate, tell, would you explain ...?
answers. recall, select Why did ...? How would
1: KNOWLEDGE 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 ...?

Demonstrating compare, contrast, How would you classify

understanding of demonstrate, interpret, the type of ...? How would
facts and ideas by explain, extend, illustrate, you compare ...?
organizing, infer, outline, relate, contrast ...? Will you state
comparing, rephrase, translate, or interpret in your own
translating, summarize, show, words ...? How would you
interpreting, giving classify rephrase the meaning ...?
descriptions and What facts or ideas
2:
COMPREHENSION
stating main 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 ...?

3: APPLICATION Solving problems by apply, build, choose, How would you use ...?
 LEVEL
LEVEL KEYWORDS QUESTIONS
ATTRIBUTES

applying acquired construct, develop, What examples can you

knowledge, facts, interview, make use of, find to ...? How would you
techniques and rules organize, experiment solve _______ using what
in a different way. with, plan, select, solve, you have learned ...? How
utilize, model, identify would you organize
_______ to show ...? How
would you 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 ...?

4: ANALYSIS Examining and analyze, categorize, What are the parts or

breaking classify, compare, features of ...? How is
information into contrast, discover, _______ related to ...?
parts by identifying dissect, divide, examine, Why do you think ...?
motives or causes; inspect, simplify, survey, What is the theme ...?
making inferences take part in, test for, What motive is there ...?
and finding evidence distinguish, list, Can you list the parts ...?
to support distinction, theme, What inference can you
generalizations. relationships, function, make ...? What
motive, inference, conclusions can you
assumption, conclusion draw ...? How would you
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 ...?
 LEVEL
LEVEL KEYWORDS QUESTIONS
ATTRIBUTES

What is the function of ...?

What ideas justify ...?

Compiling build, choose, combine, What changes would you

information together compile, compose, make to solve ...? How
in a different way by construct, create, design, would you improve ...?
combining elements develop, estimate, What would happen if ...?
in a new pattern or formulate, imagine, Can you elaborate on the
proposing invent, make up, reason ...? Can you
alternative solutions. originate, plan, predict, propose an alternative ...?
propose, solve, solution, Can you invent ...? How
suppose, discuss, modify, would you adapt
change, original, ________ to create a
improve, adapt, different ...? How could
minimize, maximize, you change (modify) the
delete, theorize, plot (plan) ...? What could
elaborate, test, improve, be done to minimize
happen, change (maximize) ...? What way
5: SYNTHESIS 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 ...?

6: EVALUATION Presenting and award, choose, conclude, Do you agree with the
defending opinions criticize, decide, defend, actions ...? with the
by making determine, dispute, outcomes ...? What is your
judgments about evaluate, judge, justify, opinion of ...? How would
information, validity measure, compare, mark, you prove ...? disprove ...?
of ideas or quality of rate, recommend, rule on, Can you assess the value
work based on a set select, agree, interpret, or importance of ...?
 LEVEL
LEVEL KEYWORDS QUESTIONS
ATTRIBUTES

of criteria. explain, appraise, Would it be better if ...?

prioritize, opinion, Why did they (the
,support, importance, character) choose ...? What
criteria, prove, disprove, would you recommend ...?
assess, influence, How would you rate
perceive, value, estimate, the ...? What would you
influence, deduct cite to defend the
actions ...? How would
you evaluate ...? How
could you determine ...?
What choice would you
have made ...? What would
you select ...? How would
you prioritize ...? What
judgment would you make
about ...? Based on what
you know, how would you
explain ...? What
information would you use
to support the view ...?
How would you justify ...?
What data was used to
make the conclusion ...?
Why was it better that ...?
How would you prioritize
the facts ...? How would
you compare the ideas ...?
people ...?

From: UMUC

Blooms Ranking of Thinking Skills

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

Analyze,
Summarize, Solve, Design,
List, Name, Organize,
Explain, Interpret, Illustrate, Hypothesize, Evaluate,
Identify, Show, Deduce,
Describe, Compare, Calculate, Use, Support, Choose,
Define, Contrast,
Paraphrase, Interpret, Schematize, Estimate,
Recognize, Compare,
Differentiate, Relate, Write, Judge, Defend,
Recall, State, Distinguish,
Demonstrate, Manipulate, Report, Criticize
Visualize Discuss,
Classify Apply, Modify Justify
Plan, Devise
Task Oriented Question Construction Wheel Based on Blooms Taxonomy

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

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

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

3: APPLICATION Correct use of calculate, predict, By the end of After presenting On a test, define a
the facts, rules, apply, solve, this course, the the kinetic projectile and ask
or ideas. illustrate, use, student will be energy equation the students to
demonstrate, able to calculate in class, have the Calculate the
determine, model the kinetic energy students pair off kinetic energy of the
of a projectile. for just a few projectile.
minutes and
practice using it
so that they feel
 LEVEL EXAMPLE EXAMPLE EXAMPLE
LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT

comfortable with
it before being
assessed.

Breaking down classify, outline, By the end of Present the Give the students
information into break down, this course, the students with an assignment that
component parts. categorize, student will be different asks them outline
analyze, able to situations the basic principles
diagram, differentiate involving energy of kinetic and
illustrate between potential and ask the potential energy.
and kinetic students to Ask them to point
energy. categorize the out the differences
energy as either between the two as
kinetic or well as how they are
4: ANALYSIS potential then related.
have them
explain in detail
why they
categorized it the
way they did,
thus breaking
down what
exactly makes up
kinetic and
potential energy.

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

6: EVALUATION Judging the value choose, support, By the end of the Have different On a test, describe
or worth of relate, determine, course, the groups of a dynamic system
information or defend, judge, student will be students solve and ask the
 LEVEL EXAMPLE EXAMPLE EXAMPLE
LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT

ideas. grade, compare, able to determine the same students which

contrast, argue, whether using problem using method they would
justify, support, conservation of different use to solve the
convince, select, energy or methods, then problem and why.
evaluate conservation of have each group
momentum would present the pros
be more and cons of the
appropriate method they
forsolving a chose.
dynamics
problem.