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BLOOM’S TAXONOMY AND

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  Make a list of the

 List happened main events..

 Describe after...?  Make a timeline of

 Relate  How many...? events.

 Locate  Who was it  Make a facts chart.

 Write that...?  Write a list of any

 Find  Can you name pieces of information


 State the...? you can remember.
 Name  Describe what  List all the .... in the

happened at...? story/article/reading

 Who spoke piece.

to...?  Make a chart

 Can you tell showing...

why...?

 Find the

meaning of...?

 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 strip showing the

 Compare next...? sequence of

 Describe  Who do you events.

think...?  Write and perform

 What was the a play based on

main idea...? the story.

 Who was the  Retell the story in

key 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
an example of chart to illustrate

what you the sequence of

mean...? events.

 Can you provide  Make a colouring

a definition for...? book.

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 study.

 Examine by characteristics  Take a collection of

 Classify such as...? photographs to

What factors demonstrate a

would you particular point.

change if...?  Make up a puzzle

 Can you apply game suing the

the method used ideas from the

to some study area.

experience of  Make a clay model

your own...? of an item in the

 What questions material.

would you ask  Design a market

of...? strategy for your

 From the product using a

information given, known strategy as a

can you develop model.

a set of  Paint a mural using

instructions the same materials.

about...?  Write a textbook

 Would this about... for others.


information be
useful if you had

a ...?

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

 Contrast what might the commercial to sell

 Investigate ending have a new product.

 Categorise been?  Conduct an

 Identify  How was this investigation to

 Explain similar to...? produce

 Separate  What was the information to

 Advertise underlying theme support a view.

of...?  Make a flow chart

 What do you to show the critical

see as other stages.

possible  Construct a graph

outcomes? to illustrate

 Why did ... selected

changes occur? information.


 Can you  Make a family tree

compare your ... showing

with that relationships.

presented in...?  Put on a play

 Can you explain about the study

what must have area.

happened  Write a biography


when...? of the study person.

 How is ... similar  Prepare a report


to ...? about the area of
 What are some study.

of the problems  Arrange a party.

of...? Make all the

 Can you arrangements and

distinguish record the steps

between...? needed.

 What  Review a work of

were some of the art in terms of form,

motives colour and texture.

behind...?  Review a film

 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  Invent a machine

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

 Compose  Why not task.

 Predict compose a song  Design a building

 Plan about...? to house your

 Construct  Can you see a study.


 Design possible solution  Create a new

 Imagine to...? product. Give it a

 Propose  If you had name and plan a

 Devise access to all marketing

 Formulate resources how campaign.

would you deal  Write about your

with...? feelings in relation


 Why don't you to...

devise your own  Write a TV show,


way play, puppet show,
 to deal with...? role play, song or

 What would pantomime

happen if...? about...?

 How many ways  Design a record,

can you...? book, or magazine

 Can you create cover for...?

new and unusual  Make up a new

uses for...? language code and

 Can you write a write material suing

new recipe for a it.

tasty dish?  Sell an idea.

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

a proposal which  Compose a rhythm

would... or put new words to

a known melody.

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 ... show. Indicate

 Decide of... priority and

 Justify  Can you defend ratings.

 Debate your position  Conduct a debate


 Verify about...? about an issue of

 Argue  Do you think ... special interest.

 Recommend is a good or a  Make a booklet

 Assess bad thing? about 5 rules you

 Discuss  How would you see as important.

 Rate have handled...? Convince others.

 Prioritise  What changes  Form a panel to


 Determine to ... would you discuss views, e.g.

recommend? "Learning at
 Do you believe? School.".
 Are you a ...  Write a letter to ...

person? advising on

 How would you changes needed

feel if...? at...

 How effective  Write a report.

are...?  Prepare a case to

 What do you present your view

think about...? about...

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