BLOOM’S CLASSIFICATION SCHEME FOR QUESTIONS (adapted)

LEVEL QUESTION TYPE DEFINITION SAMPLE VERBS SAMPLE

BEHAVIORS
KNOWLEDGE
The student states
Questions can be Student recalls or recognizes
Arrange procedures for
answered verbatim with information, ideas, and
Define looking up a word in
specific information principles in the approximate
Describe the dictionary.
found in the selection form in which they were
Duplicate
learned.
Enumerate The student recites a
Identify poem from memory.
The student defines:
Label
principles, terms, facts,
Basic methods, procedures,
List The student quotes
Match an author.
concepts
Memorize
Name
It involves:
Order
• Remembering
Outline
• Memorizing
Recall
• Recognizing
Remember
• Identifying Repeat
• Describing Reproduce
• Recalling State
information Underline
• Stating Who?
What? Where?
When? How?
COMPREHENSION
The student explains
Student translates, Account for the purpose of
Questions require the
comprehends, or interprets Describe making questions
reader to restate specific
information based on prior Discuss from subtitles.
information in his/her
learning. Explain
own words or in another
Express The student retells a
form of communication,
Uses implications, verbal-to- Format selection in his own
while keeping the idea
math, creates chart/graph Identify words.
Basic basically unchanged
from information Illustrate
Indicate The student follows
It involves: Interpret printed directions
Locate
• Interpreting Organize
• Translating from Paraphrase
one medium to Predict
another Project
• Describing in one’s Report
own words Restate
• Organizing and Retell
selecting facts and Review
ideas Select
• Retelling Summarize
Translate
Transpose
 BLOOM’S CLASSIFICATION SCHEME FOR QUESTIONS (adapted)
LEVEL QUESTION TYPE DEFINITION SAMPLE VERBS SAMPLE
BEHAVIORS
APPLICATION
The student writes
Questions require the Student selects, transfers
Apply an objective for each
readers to recall an and uses data principles to
Categorize level of Bloom’s
appropriate and complete a problem or task
Choose taxonomy
previously learned skill or with a minimum of direction.
Compare
abstractions and then
Contrast The student applies
use it to explain or solve Theory to practice, law to
Develop rules for outlining.
a problematic situation situation, problem solving,
Demonstrate
which is presented in a demonstrative a method
Intermediate new context
Dramatize The student uses a
Employ theory to make a
It involves:
Illustrate prediction.
• Problem solving Interpret
• Appling information to Manipulate
produce some result Operate
• Using facts, rules and Perform
principles Practice
• Asking: Schedule
How is…related to …? Separate
Why is …significant? Sketch
Try
Use in new context

ANALYSIS
Student distinguishes, Analyze The student
Questions require the
classifies, and relates the Calculate compares and
reader to identify the
assumptions, hypotheses, Categorize contrasts the
component parts of a
evidence, or structure of a Compare cognitive and
given communication
statement or question. Contrast affective domains.
and/or determine
Determine
relationships among
Recognizes assumptions, Differentiate The student will
Intermediate these component parts
distinguishes facts and Discern indicate which are
or among parts of ideas.
inference, evaluates Discriminate assumptions or
relevancy, analyzes structure Distinguish supporting facts.
Examine
It involves: Experiment The student will
Question identify clues from
• Subdividing to show how Recognize which inferences
something is assembled Reorganize may be drawn, and
• Finding the underlying Separate indicate
structure of a Simplify relationships.
communication
• Identifying motives
• What are the parts or
features of?
• Classify …according to….?
• How does ….compare?
• How does…contrast?
• What evidence can you
list…?
 BLOOM’S CLASSIFICATION SCHEME FOR QUESTIONS (adapted)
LEVEL QUESTION TYPE DEFINITION SAMPLE VERBS SAMPLE
BEHAVIORS
SYNTHESIS
The student designs
Questions offer a variety Student originates,
Arrange a classification
of possibilities and allow integrates and combines
Assemble scheme for writing
the reader freedom of ideas into a product, plan or
Combine educational
expression proposal that is new
Compose objectives that
Construct combines the
It involves:
Create cognitive and
Design psychomotor
• Creating a unique,
Advanced original product that
Develop domains.
Establish
may be in verbal form
Formulate The student writes
or physical object
Hypothesize an original poem.
• Combing ideas to form
Invent
a whole
Prepare The student relates
• What would you
Present uniquely a personal
predict/infer from …?
Produce experience.
• What ideas can you add Propose a plan
to…? Reorganize
• How would you Set up
create/design a new…?
• What solutions would
you suggest for…?
EVALUATION
Student appraises, assesses, The student judges
Questions require the
or critiques on a basis of Accept/reject the effectiveness of
student to determine
specific standards and Appraise writing objectives
whether a given
criteria. Arbitrate using Bloom’s
communication meets
Argue taxonomy.
standards set up by the
Consistency, data support, Assess
student or presented to
using standards, setting Attack The student
Advanced the student.
criteria Choose criticizes a given
Compare communication for
It involves: Critique accuracy, logic,
Decide value, etc., and
• Making value decision Defend justifies the
about issues Diagnose comments made.
• Resolving controversies Estimate
or difference of opinions, Evaluate The students judges
judgments, or decisions Judge the decisions,
• Do you agree…? Justify behavior, and
• What do you think Predict characters in a story
about…? Prioritize and justifies
• What is most Rate opinions offered.
important…? Recommend
• How would you decide Score
about…? Select
• What criteria would you Support
use to assess…? Use
• Prioritize the following…?
Sources:

Bloom, B.S. (ed.). 1956. Taxonomy of educational objectives: The classification of educational goals:
Handbook I, cognitive domain. New York: Longmans Green.

Compiled by Jill Lewis, New Jersey City University, Jersey City, NJ.