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
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS

 Tell  What happened  Make a list of the main

 List after...? events..

 Describe  How many...?  Make a timeline of

 Relate  Who was it events.

 Locate that...?  Make a facts chart.

 Write  Can you name  Write a list of any

 Find the...? pieces of information

 State  Describe what you can remember.
 happened at...?
 Who spoke

to...?
 List all the .... in the
 Can you tell
story/article/reading
why...?
 Name piece.
 Find the
 Make a chart
meaning of...?
showing...
 What is...?

 Which is true or

false...?

COMPREHENSION

POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS

 Explain  Can you write in  Cut out or draw

 Interpret your own pictures to show a

 Outline words...? particular event.
 Discuss  Can you write a  Illustrate what you

 Distinguish brief outline...? think the main idea

 Predict  What do you was.
 Restate think could of  Make a cartoon

 Translate happened next...? strip showing the

 Compare  Who do you sequence of events.
 Describe think...?  Write and perform a

 What was the play based on the

main idea...? story.

 Who was the key  Retell the story in

character...? your words.

 Can you Paint a picture of

distinguish some aspect you

between...? like.
 What differences  Write a summary
 exist between...? report of an event.
 Can you provide  Prepare a flow chart

an example of to illustrate the

what you sequence of events.

mean...?  Make a colouring

 Can you provide book.

a definition for...?

APPLICATION

POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS

 Solve  Do you know  Construct a model

 Show another instance to demonstrate how

 Use where...? it will work.
 Illustrate  Could this have  Make a scrapbook

 Construct happened in...? about the areas of

 Complete  Can you group by study.
 Examine characteristics  Take a collection of

 Classify such as...? photographs to

What factors demonstrate a

would you change particular point.

if...?  Make up a puzzle

 Can you apply the game suing the

method used to ideas from the study

some experience area.

of your own...?  Make a clay model

 What questions of an item in the

would you ask material.

of...?  Design a market

 From the strategy for your

information given, product using a

can you develop a known strategy as a

set of instructions model.

 about...?  Paint a mural using

 Would this the same materials.

information be  Write a textbook

useful if you had a about... for others.

...?

ANALYSIS

POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS

 Analyse  Which events  Design a

 Distinguish could have questionnaire to

 Examine happened...? gather information.
 Compare  I ... happened,  Write a commercial

 Contrast what might the to sell a new

 Investigate ending have product.
 Categorise been?  Conduct an

 Identify  How was this investigation to

 Explain similar to...? produce information
 Separate  What was the to support a view.
 Advertise underlying theme  Make a flow chart to

of...? show the critical

 What do you see stages.

as other possible  Construct a graph to

outcomes? illustrate selected

 Why did ... information.

changes occur?  Make a family tree

 Can you showing

compare your ... relationships.

with that  Put on a play about

presented in...? the study area.

 Can you explain  Write a biography of
 what must have the study person.

happened  Prepare a report

when...? about the area of

 How is ... similar study.

to ...?  Arrange a party.

 What are some Make all the

of the problems arrangements and

of...? record the steps

 Can you needed.

distinguish  Review a work of art

between...? in terms of form,

 What were some colour and texture.

of the motives  Review a film

behind...?
 What was the

turning point in

the game?
 What was the

problem with...?

SYNTHESIS

POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS

 Create  Can you design a  Invent a machine to

 Invent ... to ...? do a specific task.

 Compose  Why not  Design a building to

 Predict compose a song house your study.

 Plan about...?  Create a new

 Construct  Can you see a product. Give it a

 Design possible solution name and plan a
 Imagine to...? marketing campaign.
 Propose  If you had access  Write about your
  Devise to all resources feelings in relation
 Formulate how would you to...

deal with...?  Write a TV show,

 Why don't you play, puppet show,

devise your own role play, song or

way pantomime about...?

 to deal with...?  Design a record,

 What would book, or magazine

happen if...? cover for...?

 How many ways  Make up a new

can you...? language code and

 Can you create write material suing

new and unusual it.

uses for...?  Sell an idea.

 Can you write a  Devise a way to...

new recipe for a  Compose a rhythm

tasty dish? or put new words to

 Can you develop a known melody.

a proposal which

would...

EVALUATION
USEFUL VERBS
SAMPLE QUESTIONS
POTENTIAL ACTIVITIES AND PRODUCTS
 Judge

 Select

 Choose

 Decide

 Justify

 Debate

 Verify

 Argue

 Recommend

 Assess

 Discuss
 Rate

 Prioritise

 Determine

 Is there a better solution to...

 Judge the value of...

 Can you defend your position about...?

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

 How would you have handled...?

 What changes to ... would you recommend?

 Do you believe?

 Are you a ... person?

 How would you feel if...?

 How effective are...?

 What do you think about...?

 Prepare a list of criteria to judge a ... show. Indicate priority and ratings.

 Conduct a debate about an issue of special interest.

 Make a booklet about 5 rules you see as important. Convince others.

 Form a panel to discuss views, e.g. "Learning at School.".

 Write a letter to ... advising on changes needed at...

 Write a report.

 Prepare a case to present your view about...