Framing Essay Questions

based on
Bloom’s Taxonomy
 Bloom’s Taxonomy
Level Ability Assessed Action verb
Knowledge To recall verbatim specific define, describe,
C1 information such as an event, a identify, label,
definition, a concept, a rule, a list, name, state,
principle, a process, etc. All that is outline
required is the remembering of
previously learned material.

E.g.
Give the definition of essay
questions as used in content area
assessment.
Comprehension To demonstrate one’s distinguish,
C2 understanding of concepts, explain,
principles, rules, or any specific elaborate, give
information, the statements of which examples,
are not taken verbatim from text interpret,
books. It may involve paraphrasing, paraphrase,
interpreting (explaining or summarise,
summarizing), providing examples
and translating material from one
form to another.

E.g.

Explain with an appropriate example

what is meant by essay test items
Application To use previously acquired knowledge in apply,
new and novel situations. This includes the compute,
C3
application of such things as rules, demonstrable,
methods/procedures, concepts, principles,
prepare,
laws and theories. It may involve using the
acquired knowledge to solve a problem or
produce, show,
perform another task. solve, etc

E.g.

Based on your understanding of the principles

of assessment, describe how you can prepare
a quality achievement test and implement it in
your class.
Analysis To break down a complex concept into its analyse,
C4 basic parts in a manner that illustrates the compare,
relationship of the parts to the whole. It diagnose,
involves breaking down information into parts
examine,
and reasoning with that information such as
recognizing unstated assumptions, identifying
differentiate,
patterns and relationships, and making distinguish,
comparison and contrast. relate, etc

E.g.
Examine the difference between validity and
reliability in test item construction and with
appropriate examples, illustrate how they are
related.
Synthesis To put parts together to form a new Compile, ,
C5 whole that is original. It may involve the compose,
synthesis of information/ideas to form a construct,
conclusion such as recognising the main
create, design,
theme of a discourse, the identification of
relationships and creation of something
devise,
such as a process, procedure, design, etc formulate, etc

E.g.
Design a table of specification for a course
or subject of your choice. The table must
have the following information: List of
topics and learning outcomes to be
assessed and the number of questions
according to Bloom’s Taxonomy.
Evaluation To make judgments regarding the quality, Appraise,
C6 value, or worth of something for a stated criticise,
purpose. It may involve making judgments critique, defend,
about the most effective method,
explain,
procedure, solution, etc , evaluating
alternatives and providing justification. The
evaluate, justify,
judgments are to be based on definite support, etc
criteria. The kind of evaluation is not a
personal preference, but a reasoned
evaluation that is supported with
evidence and logic.

E.g.
Examine and discuss how useful essay
questions are as an assessment tool.
Notes:
• Bloom et al.(1956) made no specific references to
lower-order and higher-order thinking. It was other
researchers who made the distinction but the definitions
have been inconsistent.

• Hopson, Simms and Knezek (2001) included only

analysis, synthesis and evaluation in their definition of
higher-order thinking, whilst Fives and DiDonato-Barnes
(2013) made the cut-point between comprehension
and application. Wiggins (2015) posited only
knowledge constitutes lower-order thinking.

• What is OUM’s categorization?