QUESTION TYPES BASED ON BLOOM'S TAXONOMY
From Bloom, et al., 1956
As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time. These questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require much more "brain power" and a more extensive and elaborate answer. Below are the six question categories as defined by Bloom.
- recalling identification and
- recall of information
- Who, what, when, where, how ...?
- translating from one medium to another;
- describing in one's own words;
- organization and selection of facts and ideas
- problem solving;
- applying information to produce some result;
- use of facts, rules and principles
- How is...an example of...?
- How is...related to...?
- Why is...significant?
- subdividing something to show how it is put together;
- finding the underlying structure of a communication;
- identifying motives;
- separation of a whole into component parts
- What are the parts or features of...?
- Classify...according to...
- How does...compare/contrast with...?
- What evidence can you list for...?
- creating a unique, original product that may be in verbal form or may be a physical object;
- combination of ideas to form a new whole
- What would you predict/infer from...?
- What ideas can you add to...?
- How would you create/design a new...?
- What might happen if you combined...?
- What solutions would you suggest for...?
- making value decisions about issues;
- resolving controversies or differences of opinion;
- development of opinions, judgements or decisions
- Do you agree...?
- What do you think about...?
- What is the most important...?
- Place the following in order of priority...
- How would you decide about...?
- What criteria would you use to assess...?
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Jerry Cerny, firstname.lastname@example.org