New Bloom's Taxonomy Terms

                                                                                                                                                         Bloom's Verbs

Remembering: can the student recall or remember the information?	define, duplicate, list, memorize, recall, repeat, reproduce state
Understanding: can the student explain ideas or concepts?	classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way?	choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analysing: can the student distinguish between the different parts?	appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision?	appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new product or point of view?

  

          Old Bloom's Taxonomy Terms

From Bloom, et al., 1956

As teachers we tend to ask questions in the "knowledge" catagory 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, judgments 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...?