Bloom's Taxonomy

Bloom's Taxonomy

1. Blooms Taxonomy of Critical
Thinking Skills

2. Levels of Questions
•KNOWLEDGE
LEVEL
When students think at
this level, they are asked
to memorize, remember,
and recall facts, terms,
basic concepts and
answer of a previously-
learned material.

3. Knowledge Level
•Key words:
who what why when where
whichchoosefind how define
labelshow spelllist match
name relatetell recall select
identifyrecordrecitereproduce

4. Knowledge Level
•Questions:
What is..? How is…?
Where is..? When did____ happen?
How did ___ happen? How would you explain..?
Why did..? Can you recall…?
How would you show…? Can you select..?
Who were the main…? Can you list three..?
Which one..? Who was..?

5. Levels of Questions
•COMPREHENSION
LEVEL
When the students think
at this level, they are
asked to demonstrate
their ability to understand
the meaning of material
learned and to express
that meaning in their own
words.

6. Comprehension Level
•Key words:
comparecontrastdemonstrateinterpretexplain
extendillustrateinfer outlinerelate
rephrasetranslatesummarizeshow classify
describeretellreword rewrite

7. Comprehension Level
•Questions:
How would you classify the type of..?
How would you compare…? Contrast..?
Will you state or interpret in your own words..?
How would you rephrase the meaning of ..?
What facts or ideas show..?
What is the main idea of..?
Which statements support..?
Can you explain what is happening..? What is meant by..?
What can you say about..?
Which is the best answer..?
How would you summarize..?

8. Levels of Questions
•Application Level
When students think at
this level, they are asked
to use learned material in
a situation different from
the situation in which the
material was taught.

9. Application Level
•Key words:
apply build choose constructdevelop
interviewMake use
of
organizeExperiment
with
plan
selectsolve utilizemodel identify
computediscussgeneralizeinvestigateperform
presentproduceprove use

10. Application Level
•Questions:
How would you use..?
What examples can you find to..?
How would you solve__using what you have
learned..?
How would you organize__to show..?
How would you show your understanding of..?
What approach would you use to..?
How would you apply what you learned to
develop..?

11. Application Level
•Questions:
What other way would you plan to..?
What would result if..?
Can you make use of the facts to..?
What elements would you choose to change..?
What facts would you select to show..?
What questions would you ask in an interview
with..?

12. Levels of Questions
•Analysis Level
When students think at
this level, they are
asked to break down
materials
(ideas/concepts) into its
component parts so that
the organization and
relationships between
parts is better
recognized and
understood.

13. Analysis Level
•Key words:
analyzecategorizeclassifycompare contrast
discoverdissectdivide examine inspect
simplifysurvey Take part
in
Test for function
list distinctiontheme relationship
s
criticize
motiveinfer assumptionconclude
debatedeterminediagram distinguish

14. Analysis Level
•Questions:
How is__ relate to..?
What do you think..?
What is the theme..?
What motive is there..?
Can you list the parts..?
What inference can you make..?
What conclusions can you draw..?
How would you classify..?

15. Analysis Level
•Questions:
How would you categorize..?
Can you identify the different parts..?
What evidence can you find..?
What is the relationship between..?
Can you make a distinction between..?
What is the function of..?
Which ideas justify..?

16. Levels of Questions
•Synthesis Level

When students think at
this level, they are asked
to put together parts of
the material to form a
new and different whole.
It is the exact opposite of
analysis.

17. Synthesis Level
•Key words:
build discusschoose modify design
constructadapt create minimizeinvent
Formulate elaborateimaginetest propose
plan presentpredictcombinechange

18. Synthesis Level
•Key words:
maximizeMake uphappen suppose
improvesolve compose improve
compileoriginalestimate theorize
developdelete produce change

19. Synthesis Level
•Questions:
What changes would you make to solve..?
How would you improve..?
What would happen if..?
Can you elaborate on the reason..?
Can you propose an alternative..?
Can you invent..?
How would you adapt__to create a different..?
How would you change(modify) the plot(plan)..?

20. Synthesis Level
•Questions:
What could be done to minimize(maximize)..?
What way would you design..?
What could be combined to improve (change)..?
Suppose you could__what would you do..?
How would you test..?
Can you formulate a theory for..?
Can you predict the outcome if..?
How would you estimate the results for..?

21. Synthesis Level
•Question:
What facts can you compile..?
Can you construct a model that would change..?
Can you think of an original way for the..?

22. Levels of Questions
•Evaluation Level
When students think at
this level, they are asked
to judge the value of
material ( a statement,
novel, poem, research,
finding, fact) for a given
purpose.

23. Evaluation Level
Key words:
award explain choose appraise
defend importancedeterminecriteria
justify influencemeasure perceive
recommendvalidaterule on verify

24. Evaluation Level
•Key words:
concludeprioritizeevaluatedisprove
dispute prove rank estimate
compare value agree decide
select criticizeopinion judge

25. Evaluation Level
•Key words:
rate
interpret
support
assess
deduce

26. Evaluation Level
•Questions:
Do you agree with the actions..? With the
outcomes..?
What is your opinion..?
How would you prove..? Disprove..?
Can you assess the value or importance of..?
Would it be better..?
Why did they (the characters) choose..?
What would you recommend..?
How would you rate..?

27. Evaluation Level
•Questions:
What would you cite to defend the actions..?
How would you evaluate..?
How could you determine..?
What choice would you have made..?
What would you select..?
How would you prioritize..?
What judgment would you make about..?
Based on what you know, how would you explain..?
What information would you use to support the view..?

28. Evaluation Level
•Questions:
How would you justify..?
What data was used to make the conclusion..?
Why was it better that..?
How would you prioritize the facts..?
How would you compare the ideas..? People..?