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...?

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

COMPREHENSION
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

· Explain · Can you write in your own · Cut out or draw pictures to show a
· Interpret words...? particular event.
· Outline · Can you write a brief outline...? · Illustrate what you think the main idea
· Discuss · What do you think could of was.
· Distinguish happened next...? · Make a cartoon strip showing the

· Predict · Who do you think...? sequence of events.

· What was the main idea...? · Write and perform a play based on the
· Restate
· Who was the key character...? story.
· Translate
· Can you distinguish between...? · Retell the story in your words.
· Compare
· What differences exist Paint a picture of some aspect you like.
· Describe
· Write a summary report of an event.
between...?
· Can you provide an example of · Prepare a flow chart to illustrate the

what you mean...? sequence of events.

· Can you provide a definition · Make a colouring book.

for...?

APPLICATION
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

· Solve · Do you know another instance · Construct a model to demonstrate how

· Show where...? it will work.
· Use · Could this have happened in...? · Make a scrapbook about the areas of
· Illustrate · Can you group by characteristics study.
· Construct such as...? · Take a collection of photographs to

· Complete What factors would you change demonstrate a particular point.

if...? · Make up a puzzle game suing the ideas
· Examine
· Can you apply the method used from the study area.
· Classify
to some experience of your · Make a clay model of an item in the
own...? material.
· What questions would you ask · Design a market strategy for your
of...? product using a known strategy as a
· From the information given, can model.
you develop a set of instructions · Paint a mural using the same materials.
about...? · Write a textbook about... for others.
· Would this information be useful
if you had a ...?

ANALYSIS
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

· Analyse · Which events could have · Design a questionnaire to gather

· Distinguish happened...? information.
· Examine · I ... happened, what might the · Write a commercial to sell a new
· Compare ending have been? product.
· Contrast · How was this similar to...? · Conduct an investigation to produce

· Investigate · What was the underlying theme information to support a view.

of...? · Make a flow chart to show the critical
· Categorise
· What do you see as other stages.
· Identify
possible outcomes? · Construct a graph to illustrate selected
· Explain
· Why did ... changes occur? information.
· Separate
· Can you compare your ... with · Make a family tree showing
· Advertise
that presented in...? relationships.
· Can you explain what must have · Put on a play about the study area.
happened when...? · Write a biography of the study person.
· How is ... similar to ...? · Prepare a report about the area of study.
· What are some of the problems · Arrange a party. Make all the
of...? arrangements and record the steps
· Can you distinguish between...? needed.
· What were some of the motives · Review a work of art in terms of form,
behind...? colour and texture.
· What was the turning point in the · Review a film
game?
· What was the problem with...?

SYNTHESIS
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

· Create · Can you design a ... to ...? · Invent a machine to do a specific task.
· Invent · Why not compose a song · Design a building to house your study.
· Compose about...? · Create a new product. Give it a name
· Predict · Can you see a possible solution and plan a marketing campaign.
· Plan to...? · Write about your feelings in relation to...
· Construct · If you had access to all · Write a TV show, play, puppet show, role
· Design resources how would you deal play, song or pantomime about...?
with...? · Design a record, book, or magazine
· Imagine
· Why don't you devise your own cover for...?
· Propose
way · Make up a new language code and write
· Devise
· to deal with...? material suing it.
· Formulate
· What would happen if...? · Sell an idea.
· How many ways can you...? · Devise a way to...
· Can you create new and · Compose a rhythm or put new words to
unusual uses for...? a known melody.
· Can you write a new recipe for a
tasty dish?
· Can you develop a proposal
which would...

EVALUATION
POTENTIAL ACTIVITIES AND
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

· Judge · Is there a better solution to... · Prepare a list of criteria to judge a ...
· Select · Judge the value of... show. Indicate priority and ratings.
· Choose · Can you defend your position · Conduct a debate about an issue of
· Decide about...? special interest.
· Justify · Do you think ... is a good or a · Make a booklet about 5 rules you see

· Debate bad thing? as important. Convince others.

· How would you have handled...? · Form a panel to discuss views, e.g.
· Verify
· What changes to ... would you "Learning at School.".
· Argue
recommend? · Write a letter to ... advising on changes
· Recommend
· Do you believe? needed at...
· Assess
· Are you a ... person? · Write a report.
· Discuss
· How would you feel if...? · Prepare a case to present your view
· Rate
· How effective are...? about...
· Prioritise
· What do you think about...?
· Determine

[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