7/20/2017 Bloom's Taxonomy of Questions

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

USEFUL SAMPLE POTENTIAL ACTIVITIES

VERBS QUESTIONS AND PRODUCTS

· Tell · What happened · Make a list of the main

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

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· 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 of
· Translate · Who do you think...? events.
· Compare · What was the main · Write and perform a play
· Describe idea...? 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 exist · Write a summary report
between...? of an event.
· Can you provide an · Prepare a flow chart to
example of what you illustrate the sequence of
mean...? events.
· Can you provide a · Make a colouring book.
definition for...?

APPLICATION

USEFUL POTENTIAL ACTIVITIES

SAMPLE QUESTIONS
VERBS AND PRODUCTS

· Solve · Do you know another · Construct a model to

· Show instance where...? demonstrate how it will
· Use · Could this have work.
· Illustrate happened in...? · Make a scrapbook about
· Construct · Can you group by the areas of study.
· Complete characteristics such · Take a collection of
· Examine as...? photographs to
· Classify What factors would you demonstrate a particular
change if...? point.
· Can you apply the · Make up a puzzle game
method used to some suing the ideas from the
experience of your study area.
own...? · Make a clay model of an
· What questions would item in the material.
you ask of...? · Design a market strategy
for your product using a

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· From the information known strategy as a

given, can you develop
a set of instructions
about...?
· Would this information
be useful if you had a
...?
model.
· Paint a mural using the
same materials.
· Write a textbook about...
for others.

ANALYSIS

POTENTIAL ACTIVITIES
USEFUL VERBS SAMPLE QUESTIONS
AND PRODUCTS

· Analyse · Which events could · Design a questionnaire to

· Distinguish have happened...? gather information.
· Examine · I ... happened, what · Write a commercial to sell
· Compare might the ending have a new product.
· Contrast been? · Conduct an investigation
· Investigate · How was this similar to produce information to
· Categorise to...? support a view.
· Identify · What was the · Make a flow chart to
· Explain underlying theme show the critical stages.
· Separate of...? · Construct a graph to
· What do you see as illustrate selected
· Advertise
other possible information.
outcomes? · Make a family tree
· Why did ... changes showing relationships.
occur? · Put on a play about the
· Can you compare study area.
your ... with that · Write a biography of the
presented in...? study person.
· Can you explain what · Prepare a report about
must have happened the area of study.
when...? · Arrange a party. Make all
· How is ... similar to the arrangements and
...? record the steps needed.
· What are some of the · Review a work of art in
problems of...? terms of form, colour and
· Can you distinguish 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

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USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES

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 to...? Give it a name and plan a
· Design · If you had access to marketing campaign.
· Imagine all resources how · Write about your feelings
· Propose would you deal in relation to...
· Devise with...? · Write a TV show, play,
· Why don't you devise puppet show, role play,
· Formulate
your own way song or pantomime
· to deal with...? about...?
· What would happen · Design a record, book, or
if...? magazine cover for...?
· How many ways can · Make up a new language
you...? code and write material
· Can you create new suing it.
and unusual uses · Sell an idea.
for...? · Devise a way to...
· Can you write a new · Compose a rhythm or put
recipe for a tasty new words to a known
dish? melody.
· 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... Indicate priority and
· Decide · Can you defend your ratings.
· Justify position about...? · Conduct a debate about
· Debate · Do you think ... is a an issue of special
· Verify good or a bad thing? interest.
· Argue · How would you have · Make a booklet about 5

· Recommend handled...? rules you see as

· What changes to ... important. Convince
· Assess
would you others.
· Discuss
recommend? · Form a panel to discuss
· Rate
· Do you believe? views, e.g. "Learning at
· Prioritise
· Are you a ... person? School.".
· Determine
· How would you feel · Write a letter to ...
if...? advising on changes
· How effective are...? needed at...

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· What do you think · Write a report.

about...? · Prepare a case to
present your view
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

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