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
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS

 What happened
after...?

 How many...?

 Make a list of the main

 Tell  Who was it
events..
that...?
 List
 Make a timeline of
 Can you name
events.
 Describe the...?

 Make a facts chart.

 Relate  Describe what
happened at...?
 Write a list of any
 Locate
pieces of information
 Who spoke
you can remember.
 Write to...?

 List all the .... in the

 Find  Can you tell
story/article/reading
why...?
piece.
 State
 Find the
 Make a chart
 Name meaning of...?
showing...

 What is...?

 Which is true or
false...?
COMPREHENSION

POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS

 Explain  Can you write in  Cut out or draw

your own pictures to show a
 Interpret words...? particular event.

 Outline  Can you write a  Illustrate what you

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

APPLICATION

POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS

 Solve  Do you know  Construct a model

another instance to demonstrate how
 Show where...? it will work.

 Use  Could this have  Make a scrapbook

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

ANALYSIS

POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS

 Analyse  Which events  Design a

could have questionnaire to
 Distinguish happened...? gather information.

 Examine  I ... happened,  Write a commercial

what might the to sell a new
 Compare ending have product.
been?
 Contrast  Conduct an
 How was this investigation to
 Investigate similar to...? produce information
to support a view.
 Categorise  What was the
underlying theme  Make a flow chart to
 Identify of...? show the critical
stages.
 Explain  What do you see
as other possible  Construct a graph to
 Separate outcomes? illustrate selected
information.
 Advertise  Why did ...
changes occur?  Make a family tree
showing
 Can you relationships.
compare your ...
 with that  Put on a play about
presented in...? the study area.

 Can you explain  Write a biography of

what must have the study person.
happened
when...?  Prepare a report
about the area of
 How is ... similar study.
to ...?
 Arrange a party.
 What are some Make all the
of the problems arrangements and
of...? record the steps
needed.
 Can you
distinguish  Review a work of art
between...? in terms of form,
colour and texture.
 What were some
of the motives  Review a film
behind...?

 What was the

turning point in
the game?

 What was the

problem with...?

SYNTHESIS

POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS
 Create  Can you design a  Invent a machine to
... to ...? do a specific task.
 Invent
 Why not  Design a building to
 Compose compose a song house your study.
about...?
 Predict  Create a new
 Can you see a product. Give it a
 Plan possible solution name and plan a
to...? marketing campaign.
 Construct
 If you had access  Write about your
 Design to all resources feelings in relation
how would you to...
 Imagine deal with...?
 Write a TV show,
 Propose  Why don't you play, puppet show,
devise your own role play, song or
 Devise way pantomime about...?

 Formulate  to deal with...?  Design a record,

book, or magazine
 What would cover for...?
happen if...?
 Make up a new
 How many ways language code and
can you...? write material suing
it.
 Can you create
new and unusual  Sell an idea.
uses for...?
 Devise a way to...
 Can you write a
new recipe for a  Compose a rhythm
tasty dish? or put new words to
a known melody.
 Can you develop
a proposal which
would...
EVALUATION

POTENTIAL
SAMPLE
USEFUL VERBS ACTIVITIES AND
QUESTIONS
PRODUCTS

 Judge  Is there a better  Prepare a list of

solution to... criteria to judge a ...
 Select show. Indicate
 Judge the value priority and ratings.
 Choose of...
 Conduct a debate
 Decide  Can you defend about an issue of
your position special interest.
 Justify about...?
 Make a booklet
 Debate  Do you think ... is about 5 rules you
a good or a bad see as important.
 Verify thing? Convince others.

 Argue  How would you  Form a panel to

have handled...? discuss views, e.g.
 Recommend "Learning at
 What changes to School.".
 Assess ... would you
recommend?  Write a letter to ...
 Discuss advising on
 Do you believe? changes needed
 Rate at...
 Are you a ...
 Prioritise person?  Write a report.

 Determine  How would you  Prepare a case to

feel if...? present your view
about...
 How effective
are...?

 What do you
think about...?