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 you
 Locate
 Who spoke to...? can remember.
 Write
 Can you tell why...?  List all the .... in the story/article/reading
 Find
 Find the meaning of...? piece.
 State
 What is...?  Make a chart showing...
 Name
 Which is true or false...?

COMPREHENSION

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

 Explain  Can you write in your own words...?  Cut out or draw pictures to show a

 Interpret  Can you write a brief outline...? particular event.

 Outline  What do you think could of happened  Illustrate what you think the main idea was.

 Discuss next...?  Make a cartoon strip showing the

 Distinguish  Who do you think...? sequence of events.

 Predict  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 between...? Paint a picture of some aspect you like.

 Describe  Can you provide an example of what you  Write a summary report of an event.
mean...?  Prepare a flow chart to illustrate the

 Can you provide a definition for...? sequence of events.

 Make a colouring book.

APPLICATION

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

 Solve  Do you know another instance where...?  Construct a model to demonstrate how it

 Show  Could this have happened in...? will work.

 Use  Can you group by characteristics such  Make a scrapbook about the areas of

 Illustrate as...? study.

 Construct What factors would you change if...?  Take a collection of photographs to

 Complete  Can you apply the method used to some demonstrate a particular point.

 Examine experience of your own...?  Make up a puzzle game suing the ideas

 Classify  What questions would you ask of...? from the study area.

 From the information given, can you  Make a clay model of an item in the

develop a set of instructions about...? material.

 Would this information be useful if you  Design a market strategy for your product

had a ...? using a known strategy as a model.

 Paint a mural using the same materials.

 Write a textbook about... for others.

ANALYSIS

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

 Analyse  Which events could have happened...?  Design a questionnaire to gather

 Distinguish  I ... happened, what might the ending information.

 Examine have been?  Write a commercial to sell a new product.

 Compare  How was this similar to...?  Conduct an investigation to produce

 Contrast  What was the underlying theme of...? information to support a view.

 Investigate  What do you see as other possible  Make a flow chart to show the critical

 Categorise outcomes? stages.

 Identify  Why did ... changes occur?  Construct a graph to illustrate selected

 Explain  Can you compare your ... with that information.

 Separate presented in...?  Make a family tree showing relationships.

 Advertise  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 of...?  Arrange a party. Make all the arrangements

 Can you distinguish between...? and record the steps needed.

 What were some of the motives  Review a work of art in terms of form, colour

behind...? and texture.

 What was the turning point in the game?  Review a film

 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 about...?  Design a building to house your study.

 Compose  Can you see a possible solution to...?  Create a new product. Give it a name and

 Predict  If you had access to all resources how plan a marketing campaign.

 Plan would you deal with...?  Write about your feelings in relation to...

 Construct  Why don't you devise your own way  Write a TV show, play, puppet show, role

 Design  to deal with...? play, song or pantomime about...?

 Imagine  What would happen if...?  Design a record, book, or magazine cover

 Propose  How many ways can you...? for...?

 Devise  Can you create new and unusual uses  Make up a new language code and write

 Formulate for...? material suing it.

 Can you write a new recipe for a tasty  Sell an idea.

dish?  Devise a way to...

 Can you develop a proposal which  Compose a rhythm or put new words to a

would... known melody.

EVALUATION

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

 Judge  Is there a better solution to...  Prepare a list of criteria to judge a ... show.

 Select  Judge the value of... Indicate priority and ratings.

 Choose  Can you defend your position about...?  Conduct a debate about an issue of

 Decide  Do you think ... is a good or a bad thing? special interest.

 Justify  How would you have handled...?  Make a booklet about 5 rules you see as

 Debate  What changes to ... would you recommend? important. Convince others.

 Verify  Do you believe?  Form a panel to discuss views, e.g.

 Argue  Are you a ... person? "Learning at School.".

 Recommend  How would you feel if...?  Write a letter to ... advising on changes

 Assess  How effective are...? needed at...

 Discuss  What do you think about...?  Write a report.

 Rate  Prepare a case to present your view

 Prioritise about...

 Determine