Bloom's Taxonmy of Educational Objectives

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.

  • KNOWLEDGE
    • remembering;
    • memorizing;
    • recognizing;
    • recalling identification and
    • recall of information
      • Who, what, when, where, how ...?
      • Describe
  • COMPREHENSION
    • interpreting;
    • translating from one medium to another;
    • describing in one's own words;
    • organization and selection of facts and ideas
      • Retell...
  • APPLICATION
    • 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?
  • ANALYSIS
    • 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...
      • Outline/diagram...
      • How does...compare/contrast with...?
      • What evidence can you list for...?
  • SYNTHESIS
    • 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...?
  • EVALUATION
    • 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...?
Return to Questioning Menu
Return to Faculty Development Teaching Guidebook Introduction
Return to Faculty Development Document Guide Menu
Jerry Cerny, jerry@hcc.hawaii.edu
via honolulu.hawaii.edu