Determining the Bloom's Taxonomy level of an objective question with multiple-choice options can

be done by examining the cognitive complexity of the question stem and the options provided. Here
are some tips:

1. Examine the question stem: Read the question stem carefully and identify the action verb or
the keyword used. The action verb often indicates the cognitive task that students are
expected to perform. For example, "identify," "define," or "describe" may indicate a lower-
level taxonomy level, while "analyze," "evaluate," or "create" may indicate a higher-level
taxonomy level.

2. Review the options: Look at the multiple-choice options provided and analyze their
complexity. Do the options require simple recall of facts, or do they involve deeper analysis,
evaluation, or synthesis of information? Higher-level taxonomy level options often require
more critical thinking and application of knowledge.

3. Consider the complexity of the correct answer: If the correct answer requires higher-order
thinking skills, it is likely that the question aligns with a higher level of Bloom's Taxonomy.
On the other hand, if the correct answer can be easily recalled or identified without much
analysis, the question may align with a lower level of Bloom's Taxonomy.

4. Look for distractors: Distractors are the incorrect options provided in a multiple-choice
question. Higher-level taxonomy questions typically have plausible distractors that may
require students to apply critical thinking skills to differentiate between them. Lower-level
taxonomy questions may have less sophisticated distractors that can be easily eliminated.

5. Consider the context: The context in which the question is presented can also provide clues
about the Bloom's Taxonomy level. Questions that require students to apply knowledge in
real-world situations, analyze complex scenarios, or make decisions based on evidence are
likely to align with higher levels of Bloom's Taxonomy.

Remember that a question may involve multiple levels of Bloom's Taxonomy, as it may require
students to perform different cognitive tasks. It's important to carefully analyze the question stem,
options, and the complexity of the correct answer to determine the most appropriate Bloom's
Taxonomy level for the objective question with multiple-choice options.
Bloom's Taxonomy
Bloom's Taxonomy is a hierarchical framework that categorizes educational objectives into different
cognitive levels, ranging from lower-order thinking skills to higher-order thinking skills.

Bloom's Taxonomy Level 1 (Remembering) focuses on the cognitive skill of basic recall and
memory of information. Here are some keywords that can be used to prompt learners at this level:
The keywords associated with Level 1 of Bloom's Taxonomy, which represents the lowest level of
cognitive skills, include:

 Remember: This level focuses on basic recall or recognition of facts, information, or

concepts. Keywords associated with this level include: recall, recognize, list, name,
identify, define, label, repeat, memorize, select, recite, match.

 Knowledge: This level involves understanding and comprehension of information.

Keywords associated with this level include: understand, explain, describe, summarize,
paraphrase, discuss, report, classify, illustrate, compare, contrast, predict.

 Recall: This level emphasizes the ability to retrieve information from memory. Keywords
associated with this level include: retrieve, recognize, recall, recite, reproduce, repeat,
locate, quote.

 Recognize: This level focuses on identifying or selecting information based on prior

knowledge or cues. Keywords associated with this level include: identify, select, choose,
label, match, categorize, point out, indicate, mark, locate.

 List: This level involves creating a list of items or information. Keywords associated with
this level include: list, name, inventory, catalog, compile, gather, collect, document.

 Name: This level emphasizes labeling or identifying specific items or concepts. Keywords
associated with this level include: name, label, identify, title, tag, nominate, appoint.

 Identify: This level involves pointing out or recognizing specific items or characteristics.
Keywords associated with this level include: identify, point out, recognize, spot, indicate,
detect, label, specify.

These keywords associated with Level 1 of Bloom's Taxonomy can be useful for designing learning
objectives, assessments, and instructional strategies that target basic recall and recognition of
information.

Bloom's Taxonomy Level 2 (Understanding) focuses on the cognitive skill of comprehension and
understanding of information or concepts. The keywords associated with Level 2 of Bloom's
Taxonomy, which focus on comprehension and application, include:

 Comprehend: This level involves understanding information or concepts in a meaningful

way. Keywords associated with this level include: comprehend, understand, explain,
interpret, translate, infer, summarize, restate, clarify, describe.

 Explain: This level focuses on providing clear and coherent explanations of concepts or
ideas. Keywords associated with this level include: explain, describe, illustrate, elaborate,
expound, clarify, justify, interpret, account for, demonstrate.

 Interpret: This level involves analyzing and interpreting information or data to draw
meaning from it. Keywords associated with this level include: interpret, analyze, evaluate,
infer, conclude, deduce, derive, explain, summarize, translate.
  Summarize: This level focuses on succinctly capturing the main points or key ideas of a
text, concept, or topic. Keywords associated with this level include: summarize, synthesize,
condense, generalize, abstract, brief, outline, encapsulate, rephrase.

 Paraphrase: This level involves expressing information or concepts in one's own words to
demonstrate understanding. Keywords associated with this level include: paraphrase,
rephrase, restate, explain, interpret, reword, translate, put into your own words.

 Illustrate: This level involves using examples or visual aids to clarify or support
understanding. Keywords associated with this level include: illustrate, demonstrate, show,
represent, exemplify, portray, display, model, exhibit.

 Compare: This level focuses on identifying similarities and differences between different
concepts or ideas. Keywords associated with this level include: compare, contrast,
differentiate, distinguish, analyze, identify similarities and differences, find
commonalities and disparities.

These keywords associated with Level 2 of Bloom's Taxonomy can be helpful for developing learning
objectives, assessments, and instructional strategies that target comprehension and application of
information, allowing learners to go beyond basic recall and recognition to deeper understanding and
analysis.

loom's Taxonomy Level 3 (Applying) focuses on the cognitive skill of applying or using acquired
knowledge or skills in new situations.
Bloom's Taxonomy Level 3 represents the higher-order thinking skills of analysis and evaluation.
These skills involve breaking down information, examining it critically, and making judgments or
assessments based on evidence and reasoning. The keywords associated with Level 3 of Bloom's
Taxonomy include:

 Analyze: This level involves breaking down information into its constituent parts,
examining their relationships, and identifying patterns or trends. Keywords associated
with this level include: analyze, deconstruct, dissect, break down, differentiate, scrutinize,
investigate, examine, categorize, separate.

 Evaluate: This level focuses on making judgments or assessments based on criteria or

standards, and providing evidence or reasoning to support those judgments. Keywords
associated with this level include: evaluate, assess, judge, critique, appraise, rate, justify,
argue, defend, weigh, select, decide.

 Compare: This level involves identifying similarities and differences between different
concepts or ideas in a critical and discerning manner. Keywords associated with this level
include: compare, contrast, differentiate, distinguish, analyze, evaluate, identify
similarities and differences, assess commonalities and disparities, critically compare.

 Synthesize: This level involves integrating or combining information from various

sources or perspectives to create something new or to form a coherent whole. Keywords
associated with this level include: synthesize, integrate, combine, create, design,
formulate, generate, compose, develop, produce.

 Critique: This level focuses on providing a critical analysis or evaluation of information

or ideas, identifying strengths, weaknesses, and limitations. Keywords associated with this
level include: critique, evaluate, assess, analyze, review, scrutinize, judge, appraise,
criticize, identify limitations.
  Justify: This level involves providing logical and reasoned explanations or evidence to
support a position, decision, or argument. Keywords associated with this level include:
justify, defend, support, substantiate, provide evidence for, rationalize, explain, argue,
validate, verify.

 Prioritize: This level involves making decisions about the relative importance or
significance of different information or ideas based on criteria or criteria. Keywords
associated with this level include: prioritize, rank, order, arrange, classify, sequence, sort,
select, determine importance.

These keywords associated with Level 3 of Bloom's Taxonomy can be useful for developing learning
objectives, assessments, and instructional strategies that target higher-order thinking skills such as
analysis, evaluation, synthesis, and critical judgment. These skills require learners to go beyond
comprehension and application, and engage in deeper analysis and evaluation of information.

Bloom's Taxonomy Level 4 represents the highest level of cognitive skills, which involve creating or
generating new ideas, concepts, or products. This level requires learners to use critical thinking,
creativity, and originality to produce something new or to solve complex problems. The keywords
associated with Level 4 of Bloom's Taxonomy include:

 Create: This level involves generating new ideas, concepts, or products through original
thinking and creativity. Keywords associated with this level include: create, generate,
design, produce, invent, compose, develop, formulate, construct, build, plan, imagine.

 Design: This level focuses on developing a plan, blueprint, or model for creating
something new or solving a problem. Keywords associated with this level include: design,
plan, blueprint, model, devise, organize, structure, arrange, strategize, sketch.

 Invent: This level involves coming up with new and innovative ideas, concepts, or
solutions that have not existed before. Keywords associated with this level include: invent,
innovate, create, devise, come up with, generate, imagine, conceive, develop, originate.

 Construct: This level focuses on building or assembling components or parts to create a

new whole. Keywords associated with this level include: construct, build, assemble,
fabricate, create, make, manufacture, put together, compose.

 Produce: This level involves producing or creating a tangible or intangible product, such
as a written report, a presentation, a piece of art, or a prototype. Keywords associated with
this level include: produce, create, make, generate, develop, craft, manufacture, build,
compose, design.

 Generate: This level involves generating new ideas or solutions by brainstorming,

divergent thinking, or exploring different possibilities. Keywords associated with this level
include: generate, brainstorm, diverge, explore, produce, create, come up with, think of,
imagine, conceive.

 Synthesize: This level involves integrating or combining information or ideas from

various sources or perspectives to create something new or to form a coherent whole.
Keywords associated with this level include: synthesize, integrate, combine, create, design,
formulate, generate, compose, develop, produce.

These keywords associated with Level 4 of Bloom's Taxonomy can be helpful for developing learning
objectives, assessments, and instructional strategies that promote creativity, critical thinking, and
originality. This level requires learners to engage in complex and innovative thinking, and to produce
something new or solve problems in unique and creative ways.

Taxonomy Level 5 (Evaluating) focuses on the cognitive skill of critical evaluation and judgment.
It involves the ability to assess, analyze, and synthesize information in order to make informed
decisions and provide evidence-based justifications for one's choices. The keywords associated with
Level 5 of Bloom's Taxonomy include:

 Judge: This level involves making informed judgments or assessments based on evidence,
reasoning, and established criteria or standards. Keywords associated with this level include:
judge, assess, evaluate, critique, appraise, analyze, scrutinize, determine, rate, weigh,
decide.

 Assess: This level focuses on evaluating the quality, value, or effectiveness of something
based on predetermined criteria or standards. Keywords associated with this level include:
assess, evaluate, appraise, measure, gauge, rate, judge, review, critique, examine,
determine.

 Critique: This level involves providing a critical analysis or evaluation of information,

ideas, or arguments, identifying strengths, weaknesses, and limitations. Keywords associated
with this level include: critique, evaluate, assess, analyze, review, scrutinize, judge,
appraise, criticize, identify limitations.

 Appraise: This level focuses on estimating the value or worth of something based on
criteria or standards. Keywords associated with this level include: appraise, evaluate,
assess, judge, determine value, estimate, rate, weigh, measure, assess worth.

 Review: This level involves examining or summarizing information, ideas, or arguments

to determine their validity, relevance, or significance. Keywords associated with this level
include: review, examine, summarize, assess, evaluate, critique, appraise, judge,
scrutinize, determine.

 Justify: This level involves providing logical and reasoned explanations or evidence to
support a position, decision, or argument. Keywords associated with this level include:
justify, defend, support, substantiate, provide evidence for, rationalize, explain, argue,
validate, verify.

These keywords associated with Level 5 of Bloom's Taxonomy can be helpful for developing learning
objectives, assessments, and instructional strategies that target the cognitive skill of evaluation. This
level requires learners to critically analyze information, make judgments or assessments based on
criteria, and provide evidence or reasoning to support their conclusions.

Bloom's Taxonomy Level 6 (Synthesis) focuses on the cognitive skill of synthesis, which involves
integrating or combining information, ideas, or elements to create something new or to form a
coherent whole. The keywords associated with Level 6 of Bloom's Taxonomy include:

 Synthesize: This level involves integrating or combining information or ideas from various
sources or perspectives to create something new or to form a coherent whole. Keywords
associated with this level include: synthesize, integrate, combine, create, design,
formulate, generate, compose, develop, produce.

 Design: This level focuses on developing a plan, blueprint, or model for creating
something new or solving a problem. Keywords associated with this level include: design,
plan, blueprint, model, devise, organize, structure, arrange, strategize, sketch.
  Create: This level involves generating new ideas, concepts, or products through original
thinking and creativity. Keywords associated with this level include: create, generate,
design, produce, invent, compose, develop, formulate, construct, build, plan, imagine.

 Invent: This level involves coming up with new and innovative ideas, concepts, or
solutions that have not existed before. Keywords associated with this level include: invent,
innovate, create, devise, come up with, generate, imagine, conceive, develop, originate.

 Compose: This level focuses on creating original written or artistic works, such as essays,
stories, poems, music, art, or performances. Keywords associated with this level include:
compose, create, write, design, produce, perform, construct, make, craft, generate.

 Construct: This level focuses on building or assembling components or parts to create a

new whole. Keywords associated with this level include: construct, build, assemble,
fabricate, create, make, manufacture, put together, compose.

 Generate: This level involves generating new ideas or solutions by brainstorming,

divergent thinking, or exploring different possibilities. Keywords associated with this level
include: generate, brainstorm, diverge, explore, produce, create, come up with, think of,
imagine, conceive.

These keywords associated with Level 6 of Bloom's Taxonomy can be helpful for developing learning
objectives, assessments, and instructional strategies that promote synthesis, creativity, and originality.
This level requires learners to integrate and combine information or ideas from different sources, and
to create something new or solve problems in innovative and creative ways.

Bloom's Taxonomy Level Cognitive Skill Keywords

Level 1: Remembering Recall Define, List, Label, Identify, Memorize,
Recall, Repeat, Retrieve, Recognize, Name
Level 2: Understanding Comprehension Explain, Describe, Interpret, Summarize,
Paraphrase, Discuss, Compare, Contrast,
Illustrate, Clarify
Level 3: Applying Application Apply, Use, Demonstrate, Implement, Solve,
Practice, Illustrate, Employ, Utilize, Show
Level 4: Analyzing Analysis Analyze, Break down, Compare, Contrast,
Evaluate, Examine, Differentiate, Categorize,
Investigate, Critique
Level 5: Evaluating Evaluation Evaluate, Judge, Assess, Critique, Appraise,
Review, Justify, Validate, Verify, Determine
Level 6: Creating Synthesis Synthesize, Design, Create, Invent, Compose,
Construct, Generate, Plan, Produce, Imagine
Note: Bloom's Taxonomy is a hierarchical framework, with each level building upon the previous
one. Higher-level skills require learners to engage in more complex cognitive processes, such as
critical thinking, creativity, and problem-solving. These keywords can be used to develop appropriate
learning objectives, assessments, and instructional strategies that align with each level of Bloom's
Taxonomy.

Level 1: Remembering (Recall)

 What is the definition of manufacturing?

 Can you list the basic steps of the manufacturing process?
 Name three common types of manufacturing processes.
 Recall the key principles of lean manufacturing.
  Identify the main objectives of manufacturing.

Level 2: Understanding (Comprehension)

 Can you explain the concept of just-in-time (JIT) manufacturing?

 Describe the role of quality control in manufacturing.
 How does batch production differ from mass production in manufacturing?
 Interpret a flowchart of a manufacturing process.
 Summarize the advantages and disadvantages of different types of manufacturing systems.

Level 3: Applying (Application)

 Apply the principles of Six Sigma to identify and solve a quality issue in a manufacturing
process.
 Demonstrate the use of computer-aided design (CAD) software to create a 3D model of a
product for manufacturing.
 Use a production planning software to schedule and allocate resources in a manufacturing
operation.
 Implement safety protocols and procedures in a manufacturing environment.
 Practice using different tools and equipment commonly used in manufacturing, such as drills,
saws, and welding machines.

Level 4: Analyzing (Analysis)

 Analyze the cost and benefits of implementing automation in a manufacturing process.

 Break down the steps involved in a value stream mapping (VSM) exercise for process
improvement in manufacturing.
 Compare and contrast different quality management techniques, such as Total Quality
Management (TQM) and Statistical Process Control (SPC), and their applications in
manufacturing.
 Differentiate between different types of production systems, such as job order, batch, and
continuous production, and their suitability for different types of products and industries.
 Investigate the root cause of a production bottleneck in a manufacturing process using
problem-solving techniques like root cause analysis (RCA) or fishbone diagram.

Level 5: Evaluating (Evaluation)

 Evaluate the effectiveness of a manufacturing process in meeting customer requirements and

industry standards.
 Judge the impact of changing market conditions on a manufacturing operation and propose
appropriate strategies to adapt.
 Assess the risks and benefits of outsourcing certain manufacturing operations to another
country or region.
 Critique the environmental and sustainability implications of a manufacturing process and
suggest improvements.
 Appraise the performance of a manufacturing team and provide feedback for improvement.

Level 6: Creating (Synthesis)

 Synthesize a comprehensive manufacturing plan for a new product, including design,

materials, processes, quality control, and production schedule.
 Design a customized layout and flow of a manufacturing facility based on product
requirements and process flow.
  Invent a new manufacturing process or technique to optimize production efficiency or reduce
waste.
 Compose a detailed proposal for implementing a continuous improvement program in a
manufacturing operation, including goals, strategies, and metrics for success.
 Construct a prototype of a product using various manufacturing techniques and materials.
 These questions are designed to progressively increase in complexity and challenge learners
to apply higher-order thinking skills as they advance through the levels of Bloom's
Taxonomy. They can be used for formative or summative assessments, discussion prompts, or
as a guide for instructional design when teaching the topic of "Introduction to
Manufacturing".

Level 1: Remembering (Recall)

 What are the raw materials used in the production of iron?

 Name the two main types of iron ore used in iron production.
 What is the primary fuel used in the blast furnace for iron production?
 Recall the main steps in the process of iron production from iron ore.
 Identify the main products obtained from the iron production process.

Level 2: Understanding (Comprehension)

 Explain the chemical reactions that occur in the blast furnace during iron production.
 Describe the role of coke in the reduction of iron ore in the blast furnace.
 How does the composition of iron ore affect the quality of iron produced?
 Interpret a flowchart or diagram illustrating the process of iron production.
 Summarize the environmental impacts associated with iron production and how they can be
mitigated.

Level 3: Applying (Application)

 Apply the principles of heat transfer and thermodynamics to optimize the temperature control
in a blast furnace during iron production.
 Demonstrate the use of different types of iron-making furnaces, such as blast furnace or direct
reduction furnace, and explain their advantages and limitations.
 Use process control techniques to monitor and adjust the parameters in a smelting operation
for iron production.
 Implement safety protocols and procedures in an iron production plant, including handling of
hazardous materials and equipment operation.
 Practice using different tools and equipment used in iron production, such as blast furnaces,
ladles, and casting molds.

Level 4: Analyzing (Analysis)

 Analyze the chemical reactions and physical processes involved in iron production, including
reduction, smelting, and refining.
 Break down the factors affecting the quality of iron produced, such as composition,
temperature, and impurities, and propose strategies for improvement.
 Compare and contrast different types of iron-making processes, such as blast furnace, direct
reduction, and electric arc furnace, and their suitability for different types of iron production.
 Differentiate between different types of iron products, such as pig iron, cast iron, and steel,
and their properties, applications, and production methods.
  Investigate the environmental and economic impacts of different iron production technologies
and propose strategies for sustainable iron production.

Level 5: Evaluating (Evaluation)

 Evaluate the efficiency and effectiveness of a specific iron production process in terms of
yield, energy consumption, and environmental performance.
 Judge the economic viability of implementing alternative iron production technologies or raw
materials based on cost-benefit analysis and market conditions.
 Assess the risks and benefits of using recycled iron or alternative iron sources in the
production of iron and steel products.
 Critique the environmental compliance and sustainability practices of an iron production plant
and recommend improvements.
 Appraise the performance of an iron production team and provide feedback for improvement
in terms of safety, productivity, and quality.

Level 6: Creating (Synthesis)

 Synthesize a comprehensive plan for optimizing the iron production process, including raw
material selection, process design, equipment optimization, and environmental management.
 Design a novel iron production process or technology that addresses current challenges, such
as energy efficiency, environmental sustainability, or waste reduction.
 Invent a new method for recycling iron-containing waste streams or byproducts from other
industries for iron production.
 Compose a proposal for implementing a circular economy approach in the iron production
industry, including strategies for reducing waste, improving resource utilization, and
promoting sustainability.
 Construct a prototype of an iron production system that incorporates advanced technologies,
such as artificial intelligence, automation, or renewable energy sources.