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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

USEFUL SAMPLE POTENTIAL ACTIVITIES


VERBS QUESTIONS AND PRODUCTS

 What happened
after...?  Make a list of the main
 Tell
 How many...? events..
 List
 Who was it  Make a timeline of events.
 Describe
that...?  Make a facts chart.
 Relate
 Can you name  Write a list of any pieces of
 Locate
the...? information you can
 Write
 Describe what remember.
 Find
happened at...?  List all the .... in the
 State
 Who spoke to...? story/article/reading piece.
 Name
 Can you tell  Make a chart showing...
why...?
 Find the meaning
of...?
 What is...?
 Which is true or
false...?

COMPREHENSION

POTENTIAL
USEFUL VERBS SAMPLE QUESTIONS ACTIVITIES AND
PRODUCTS

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


 Interpret own words...? pictures to show a
 Outline  Can you write a brief particular event.

 Discuss outline...?  Illustrate what you

 Distinguish  What do you think think the main idea

 Predict could of happened was.

 Restate next...?  Make a cartoon strip

 Translate  Who do you think...? showing the sequence

 Compare  What was the main of events.


idea...?  Write and perform a
 Describe
 Who was the key play based on the
character...? story.

 Can you distinguish  Retell the story in your


between...? words.

 What differences Paint a picture of some

exist between...? aspect you like.

 Can you provide an  Write a summary

example of what you report of an event.

mean...?  Prepare a flow chart to

 Can you provide a illustrate the sequence

definition for...? of events.


 Make a colouring
book.

APPLICATION

POTENTIAL
USEFUL
SAMPLE QUESTIONS ACTIVITIES AND
VERBS
PRODUCTS
 Solve  Do you know another  Construct a model to
 Show instance where...? demonstrate how it will
 Use  Could this have work.

 Illustrate happened in...?  Make a scrapbook

 Construct  Can you group by about the areas of

 Complete characteristics such study.

 Examine as...?  Take a collection of


What factors would photographs to
 Classify
you change if...? demonstrate a
 Can you apply the particular point.
method used to some  Make up a puzzle
experience of your game suing the ideas
own...? from the study area.
 What questions would  Make a clay model of
you ask of...? an item in the material.
 From the information  Design a market
given, can you strategy for your
develop a set of product using a known
instructions about...? strategy as a model.
 Would this  Paint a mural using the
information be useful same materials.
if you had a ...?  Write a textbook
about... for others.

ANALYSIS

USEFUL SAMPLE POTENTIAL ACTIVITIES


VERBS QUESTIONS AND PRODUCTS

 Analyse  Which events could  Design a questionnaire


 Distinguish have happened...? to gather information.
 Examine  I ... happened, what  Write a commercial to
 Compare might the ending sell a new product.

 Contrast have been?  Conduct an

 Investigate  How was this similar investigation to produce

 Categorise to...? information to support a

 Identify  What was the view.


underlying theme  Make a flow chart to
 Explain
of...? show the critical stages.
 Separate
 What do you see as  Construct a graph to
 Advertise
other possible illustrate selected
outcomes? information.
 Why did ... changes  Make a family tree
occur? showing relationships.
 Can you compare  Put on a play about the
your ... with that study area.
presented in...?  Write a biography of the
 Can you explain study person.
what must have  Prepare a report about
happened when...? the area of study.
 How is ... similar to  Arrange a party. Make
...? all the arrangements
 What are some of and record the steps
the problems of...? needed.
 Can you distinguish  Review a work of art in
between...? terms of form, colour
 What were some of and texture.
the motives  Review a film
behind...?
 What was the
turning point in the
game?
 What was the
problem with...?

SYNTHESIS

USEFUL SAMPLE POTENTIAL ACTIVITIES


VERBS QUESTIONS AND PRODUCTS

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


 Invent to ...? specific task.
 Compose  Why not compose a  Design a building to
 Predict song about...? house your study.

 Plan  Can you see a  Create a new product.

 Construct possible solution Give it a name and plan

 Design to...? a marketing campaign.

 Imagine  If you had access to  Write about your


all resources how feelings in relation to...
 Propose
would you deal  Write a TV show, play,
 Devise
with...? puppet show, role play,
 Formulate
 Why don't you song or pantomime
devise your own about...?
way
 to deal with...?
 What would happen  Design a record, book,
if...? or magazine cover
 How many ways for...?
can you...?  Make up a new
 Can you create new language code and write
and unusual uses material suing it.
for...?  Sell an idea.
 Can you write a new  Devise a way to...
recipe for a tasty  Compose a rhythm or
dish? put new words to a
 Can you develop a known melody.
proposal which
would...

EVALUATION

POTENTIAL
SAMPLE
USEFUL VERBS ACTIVITIES AND
QUESTIONS
PRODUCTS

 Judge  Is there a better  Prepare a list of


 Select solution to... criteria to judge a ...
 Choose  Judge the value of... show. Indicate priority

 Decide  Can you defend your and ratings.

 Justify position about...?  Conduct a debate

 Debate  Do you think ... is a about an issue of


good or a bad thing? special interest.
 Verify
 How would you have  Make a booklet about
 Argue
handled...? 5 rules you see as
 Recommend
 What changes to ... important. Convince
 Assess
would you others.
 Discuss
recommend?  Form a panel to
 Rate
 Do you believe? discuss views, e.g.
 Prioritise
 Are you a ... person? "Learning at School.".
 Determine
 How would you feel  Write a letter to ...

if...? advising on changes


needed at...
 How effective are...?
 Write a report.
 What do you think
about...?  Prepare a case to
present your view
about...
Dalton, J. & Smith, D., (1986). Extending Children’s Special Abilities:
[1]

Strategies for primary classrooms (pp. 36-37).

Or available at: http://www.teachers.ash.org.au/researchskills/Dalton.htm

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