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Bloom's Taxonomy Questions

Question Stems to Help Apply Bloom's Taxonomy

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Benjamin Bloom devised a way to categorize reasoning skills based on the amount of critical thinking and reasoning involved. With Bloom's Taxonomy, there are six levels of skills ranked in order from the most basic to the most complex. As teachers we should ensure that questions we ask both in class and on written assignments and tests are pulled from all levels of the taxonomy pyramid. Unfortunately, many tests tend to focus only on the two lowest levels: Knowledge and Comprehension. The following list was created as an aid for teachers as they create questions for their lessons. It provides question stems and gives examples from across the curriculum for each level.

1. Knowledge Questions

The Knowledge level forms the base of the Bloom's Taxonomy pyramid. Because it is of the lowest complexity, many of the verbs are themselves question stems as can be seen with the list below. Teachers can use these level of questions to ensure that specific information was learned by the student from the lesson.
  • Define
    Example: Define mercantilism.
  • Who
    Example: Who was the author of Billy Budd.
  • What
    Example: What is the capital of England?
  • Name
    Example: Name the inventor of the telephone.
  • List
    Example: List the thirteen colonies.
  • Label
    Example: Label the capitals on this map of the United States.
  • Locate
    Example: Locate the glossary in your textbook.
  • Match
    Example: Match the following inventors with their inventions.
  • Select
    Example: Select the correct author of War and Peace from the following list.
  • Underline
    Example: Underline the noun.

2. Comprehension Questions

At the Comprehension level, we want students to show that they can go beyond basic recall by understanding what those facts mean. Example question:

3. Application Questions

At the Application level, students must show that they can apply the information that they have learned. Ways that they can do this include solving problems and creating projects.
  • Solve
    Example: Using the information you have learned about mixed numbers, solve the following questions.
  • Use
    Example: Use Newton's Laws of Motion to explain how a model rocket works.
  • Predict
    Example: Predict whether items float better in fresh water or salt water.
  • Construct
    Example: Using the information you have learned about aerodynamics, construct a paper airplane that minimizes drag.
  • Perform
    Example: Create and perform a skit which dramatizes an event from the Civil Rights era.
  • Demonstrate
    Example: Demonstrate how changing the location of the fulcrum affects a tabletop lever.
  • Classify
    Example: Classify each observed mineral based on the criteria learned in class.
  • Apply
    Example: Apply the rule of 70 to determine how quickly $1000 would double if earning 5% interest.

4. Analysis Questions

The fourth level of Bloom's Taxonomy is Analysis. Here students find patterns in what they learn. They move beyond simply understanding and applying knowledge. Instead, they begin to have a more active role in their own learning. Example question: Illustrate the difference between a moth and a butterfly.
  • What...?
    • Example: What is the function of the liver in the body.
    • Example: What is the main idea of the story "The Tell-Tale Heart."
    • Example: What assumptions do we have to make when discussing Einstein's Theory of Relativity?
  • Analyze
    Example: Analyze President Lincoln's motives for delivering the Gettysburg Address.
  • Identify
    Example: Identify any biases that might exist when reading an autobiography.
  • Examine
    Example: Examine the results of your experiment and record your conclusions.
  • Investigate
    Example: Investigate the propaganda techniques used in each of the following advertisements.
  • Identify
    Example: Identify the point of view of each of the main characters in Hamlet.

5. Synthesis Questions

At the synthesis level, students move beyond relying on previously learned information or analyzing items that the teacher is giving to them. Instead, they move beyond what they have learned to create new products, ideas, and theories.
  • Create
    Example: Create a haiku about a desert animal.
  • Invent
    Example: Invent a new board game about Industrial Revolution inventors.
  • Compose
    Example: Compose a new piece of music that includes chords in the key of C Major.
  • Propose
    Example: Propose an alternative way to get students to clean up after themselves in the lunchroom.
  • Plan
    Example: Plan an alternative meal to serve vegetarians during Thanksgiving.
  • Design
    Example: Design a campaign to help stop teenage smoking.
  • Formulate
    Example: Formulate a bill that you would like to see passed through Congress.
  • Develop
    Example: Develop an idea for a science fair project that focuses on the effect of pollution on plant life.

6. Evaluation Questions

Evaluation means that students make judgments based on the information they have learned and their own insights. This is often the hardest question to create, especially for an end-of-the unit exam. Example question: Evaluate the accuracy of the Disney movie Pocahontas.
  • Evaluate
    Example: Evaluate the accuracy of the movie The Patriot.
  • Find
    Find the errors in the following math problem.
  • Select
    Example: Select the most appropriate action that you should take against a school bully. Justify your answer.
  • Decide
    Example: Decide on a meal plan for the next week that includes all the required servings according to the Food Guide Pyramid.
  • Justify
    Example: Are the arts an important part of a school's curriculum? Justify your answer.
  • Debate
    Example: Debate the pros and cons of school vouchers.
  • Judge
    Example: Judge the importance of students reading a play by Shakespeare while in high school.
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