Bloom’s Taxonomy

Let’s share….
• Do you apply Bloom’s Taxonomy
to create the tests?
– If yes, how?
– If no, why?
 Bloom’s Taxonomy
in Cognitive Domain

• To classify forms and levels of learning in

the cognitive domain defined as knowledge
structures and the development of
intellectual skills (Based on Bloom, 1956)
 Bloom’s Taxonomy
in Cognitive Domain
 KNOWLEDGE
• Definition: Recall data or location of
specific bits of information.

• Useful Verbs: tell, list, describe, relate,

locate, write, find, state, name

• Samples: What is…? How many….?

Can you name the…? Who spoke to…?
 KNOWLEDGE

• Yesterday Jane……on vacation.

1. go
2. went
3. gone
Answer: 2
4. going Level: Easy
 COMPREHENSION
• Definition: Understanding of
communicated material or information.

• Useful Verbs: explain, interpret,

outline, discuss, distinguish, predict,
restate, translate, compare, describe
 COMPREHENSION
• Samples:
– Can you write your own words?
– Who do you think…?
– What was the main idea?
– Who was the key characters?

etc.
 COMPREHENSION

• In the……..season in Thailand,
Wanida puts on her……when it’s
raining.
1. summer/sunglasses
2. cold/gloves Answer: 4
3. hot/hat Level: Easy
4. rainy/raincoat
 APPLICATION
• Definition: Use a concept in a new
situation, rules, and theories in new
situations

• Useful Verbs: solve, show, use,

illustrate, construct, complete,
examine, classify
 APPLICATION
• Samples:
– Do you know another instance
where…?
– Could this have happened in….?
– What factors would you change
if….?
 APPLICATION
• This test is very easy!
………….for me.
1. It’s a hot potato
2. It’s a piece of cake
3. It’s a piece of banana
Answer: 2
4. It’s a bread and butter
Level: Easy
 ANALYSIS

• Definition: Separates material or

concepts into component parts.
Break down information into its
parts. Distinguishes between
facts and inferences.
 ANALYSIS

• Key Words: analyze, distinguish,

examine, compare, contrast,
investigate, categorize, identify,
explain, separate, advertise
 ANALYSIS
• Examples:
– Which events could have
happened…?
– What was underlying theme of…?
– How was this similar to…..?
 ANALYSIS
• All life begins, “living things” all have a
moment at which they become alive.
What is the “living things”?
1. A table
2. A tree
3. An axe Answer: 2
Level: Difficult
4. A chair
 SYNTHESIS
• Definition: Builds a structure or pattern
from diverse elements. Put parts or ideas
together into a new form as a whole, with
emphasis on creating a new meaning or
structure.

• Useful Verbs: create, invent, compose,

predict, plan, construct, design, imagine,
propose, devise,
 SYNTHESIS

• Examples:
– Can you design a…. to ….?
– Why not compose a song about….?
– What would happen if….?
 SYNTHESIS
• What is the best word to describe
characteristic of the fox?
1. cunning
2. stupid
3. kind Answer: 1
4. lazy Level: Difficult
 EVALUATION
• Definition: Make judgments about the
value of ideas or materials on the basis of
set standards or criteria.

• Useful Verbs: judge, select, choose,

design, justify, debate, verify, argue,
recommend, assess, discuss, rate,
prioritize, determine
 EVALUATION

• Examples:
– Is there a better solution to….?
– Judge the value of…
– Can you defend your position
about….?
– Do you believe?
 REFERENCE
• http://www.learningandteaching.info/learning/blo
omtax.htm
• http://www.nwlink.com/~donclark/hrd/bloom.html