Bloom’s Taxonomy

1.Knowledge- Arrange, Define, Describe, Detail, Draw, Duplicate, Identify,

Indicate, Inventory, Label, List, Locate, Match, Name, Outline, Pick, Point,
Pronounce, Quote, Recall, Recite, Recognize, Record, Relate, Repeat, Reproduce,
Restate, State, Underline

The learner must be able to recall information, such as dates, events,

places, ideas, definitions, formulas, theories, etc.

Sample Objectives:

1. Label the parts of the heart.

2. Outline the steps in the writing process.
3. List the steps taken to make a kite.
4. Recite the poem.

Sample Questions:

1. Who was the first president of the United States?

2. What is the definition of a mammal?
3. When was the Declaration of Independence signed?
4. Where did the first battle of the Civil War occur?
5. How many ounces in a pound?”

2. Comprehension- Classify, Confirm, Contrast, Convert, Defend, Designate,

Differentiate, Equate, Estimate, Examine, Express, Extend, Extrapolate,
Generalize, Give Examples, Group, Infer, Interpret, Liken, Order, Paraphrase,
Predict, Reorder, Rephrase, Restate, Sort, Specify, Substitute, Tell, Translate.

The learner must be able to grasp the meaning of the information, express
it in his/her own words, and/or cite examples.

Sample Objectives:

1. Defend your position about creating flat taxes.

2. Give an example of an adjective.
3. Contrast democracy and dictatorship.
4. Re-state the role of project management in an organization
Sample Questions:
1. In history, who ruled as a dictator?
2. What is an example of an adjective?
3. Where does democracy differ from a dictatorship?
4. When has one man been able to change history?
5. How would you illustrate the water cycle?”
6. What is the main idea of this story?”
7. If I put these three blocks together, what shape do they form?”

3. Application- Add, Allocate, Alter, Apply, Calculate, Change, Choose, Complete,

Compute, Conduct, Coordinate, Demonstrate, Determine, Develop, Direct,
Discover, Divide, Dramatize, Draw, Employ, Execute, Formulate, Gather, Graph,
Make, Manipulate, Model, Multiply, Operate, Perform, Present, Provide, Recount,
Report, Schedule, Show, Sketch, Subtract, Use, Utilize.

The learner must be able to in or apply knowledge or skills, to new

situations. The learner must be able to use information and knowledge to solve a
problem, answer a question, or perform another task.

Sample Objectives:

1. Develop criteria to assess change readiness.

2. Demonstrate the proper technique for drawing blood.
3. Graph the results of the market analysis.

Sample Questions:

1. How does the law of supply and demand explain the current increase in the
price of fruit?
2. Examine the graph and state how many trees were cut down to produce
paper.
3. Which events led to the start of the Civil War?
4. How would you use your knowledge of latitude and longitude to locate
Greenland?”
5. What happens when you multiply each of these numbers by nine?”
6. If you had eight inches of water in your basement and a hose, how would
you use the hose to get the water out?”
 4. Analysis- Analyze, Appraise, Associate, Break Down, Criticize, Discern,
Diagram, Discriminate, Dissect, Distinguish, Elect, Establish, Explain,
Expound, Illustrate, Inspect, Profile, Question, Refute, Separate, Simplify,
Subdivide, Summarize, Test.

The learner must be able to break down knowledge into parts, and show and
explain the relationships among the parts.

Sample Objectives:

1. Explain the effects of sexual harassment in the workplace.

2. Classify potential suppliers according to organizational needs.
3. Distinguish between ethical and unethical behavior in a professional
setting.

An analysis question is one that asks a student to break down something into
its component parts. To analyze requires students to identify reasons, causes, or
motives and reach conclusions or generalizations

Sample Questions:

1. What is the relationship between probability and statistical analysis?

2. Why did the recession occur?
3. “What are some of the factors that cause corruption?”
4. “Why did the United States go to war with England?”
5. “Why do we call all these animals mammals?”

5. Synthesis- Assemble, Assimilate, Categorize, Collect, Combine, Compile, Compose,

Construct, Create, Design, Derive, Detail, Devise, Elaborate, Expand, Generate, Guide,
Hypothesize, Integrate, Invent, Manage, Modify, Originate, Organize, Plan, Prepare,
Prescribe, Produce, Propose, Rearrange, Reconstruct, Reorganize, Rework, Set Up,
Simplify, Specify, Synthesize, Theorize, Transform, Write.

The learner must be able to pull together parts of knowledge to form a new
whole and build relationships for new situations.

Sample Objectives:

1. Devise a plan to deal with violence in your classroom.

2. Design an instructional unit which meets the needs of online students.
3. Simplify the instructional design process.
 Synthesis questions challenge students to engage in creative and original
thinking. These questions invite students to produce original ideas and solve
problems.

Sample Questions:

1. “How would you assemble these items to create a windmill?”

2. “How would your life be different if you could breathe under water?”
3. “Construct a tower one foot tall using only four blocks.”
4. “Put these words together to form a complete sentence.”
5. What would happen if…?
6. How can we improve…?
7. How can we solve…?
8. How many ways can you…?
9. What hypotheses can you develop based on the data? Why?

6. Evaluation- Argue, Assess, Compare and Contrast, Conclude, Critique, Debate,

Decide, Deduce, Diagnose, Evaluate, Forecast, Improve, Judge, Justify, Measure,
Prioritize, Prove, Rank, Rate, Recommend, Resolve, Revise, Score, Select, Solve,
Support, Value, Verify.

The learner must be able to judge or assess the value of material and
methods for a given purpose.

Sample Objectives:

1. Support the value of diversity in a project team.

2. Recommend a course of action for a comprehensive organizational
change.
3. Resolve ethical issues that plague researchers conducting experiments on
animals.

Evaluation requires an individual to make a judgment about something. We

are asked to judge the value of an idea, a candidate, a work of art, or a solution to
a problem. When students are engaged in decision-making and problem-solving,
they should be thinking at this level
Sample Questions:

1. What do you think about your work so far?”

2. What story did you like the best?”
3. Do you think that the pioneers did the right thing?”
4. Why do you think Benjamin Franklin is so famous?”
5. How well does…meet the criteria for…?
6. What judgments can you make about…?
7. Compare and contrast…criteria for…?
8. Is there a better solution to…?
9. What changes to…would you recommend?
Level 1. Knowledge

 When was this picture taken?

 Where was this picture taken?

Level 2. Comprehension

 What is happening in this picture?

 Why are these boys dressed like this?

Level 3. Application

 How would you describe the photograph to others?

 What caption would you write for this photograph (say, in a newspaper)?
Level 4. Analysis

 Why are these boys here and not in school?

 What do you know about their lives based on this photo?

Level 5. Synthesis

 What might these boys say about their work in an interview setting?
 What might they say about their future?

Level 6. Evaluation

 What is the significance of this photo for the time period depicted?
 Compare this photo with one of three boys from today of the same age. How are their
lives similar? How are they different?