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
·       Solve ·       Do you know another
·       Show instance where...?
·       Use ·       Could this have
·       Illustrate happened in...?
·       Construct ·       Can you group by
·       Complete characteristics such
·       Examine as...?
·       Classify What factors would
you change if...?
·       Can you apply the
method used to some
experience of your
own...?
·       What questions would
you ask of...?
·       From the information
given, can you develop
a set of instructions
about...?
·       Would this information
be useful if you had a
...?
ANALYSIS
USEFUL VERBS SAMPLE QUESTIONS
·       Analyse ·       Which events could
·       Distinguish have happened...?
·       Examine ·       I ... happened, what
·       Compare might the ending
·       Contrast have been?
·       Investigate ·       How was this similar
·       Categorise to...?
·       Identify ·       What was the
·       Explain underlying theme
·       Separate of...?
·       Advertise ·       What do you see as
other possible
outcomes?
·       Why did ... changes
occur?
·       Can you compare
your ... with that
presented in...?
·       Can you explain what
must have happened
when...?
·       How is ... similar to
...?
POTENTIAL ACTIVITIES
AND PRODUCTS
·       Construct a model to
demonstrate how it will
work.
·       Make a scrapbook about
the areas of study.
·       Take a collection of
photographs to
demonstrate a particular
point.
·       Make up a puzzle game
suing the ideas from the
study area.
·       Make a clay model of an
item in the material.
·       Design a market
strategy for your product
using a known strategy
as a model.
·       Paint a mural using the
same materials.
·       Write a textbook about...
for others.
POTENTIAL ACTIVITIES
AND PRODUCTS
·       Design a questionnaire
to gather information.
·       Write a commercial to
sell a new product.
·       Conduct an investigation
to produce information
to support a view.
·       Make a flow chart to
show the critical stages.
·       Construct a graph to
illustrate selected
information.
·       Make a family tree
showing relationships.
·       Put on a play about the
study area.
·       Write a biography of the
study person.
·       Prepare a report about
the area of study.
·       Arrange a party. Make all
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
·       Justify position about...?
·       Debate ·       Do you think ... is a
·       Verify good or a bad thing?
·       Argue ·       How would you have
·       Recommend handled...?
·       Assess ·       What changes to ...
·       Discuss would you
recommend?
·       Rate
·       Do you believe?
·       Prioritise
·       Are you a ... person?
·       Determine
·       How would you feel
if...?
·       How effective are...?
·       What do you think
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
Indicate priority and
ratings.
·       Conduct a debate
about an issue of
special interest.
·       Make a booklet about 5
rules you see as
important. Convince
others.
·       Form a panel to
discuss views, e.g.
"Learning at School.".
·       Write a letter to ...
advising on changes
needed at...
·       Write a report.
·       Prepare a case to
present your view
about...