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Re: blooms taxonomy


From: Sara (sarawren_at_TeacherArtExchange)
Date: Mon Jul 14 2003 - 09:20:08 PDT

I found this

Bloom's Taxonomy *
Benjamin Bloom created this taxonomy for categorizing level of abstraction
of questions that commonly occur in educational settings. The taxonomy
provides a useful structure in which to categorize test questions, since
professors will characteristically ask questions within particular levels,
and if you can determine the levels of questions that will appear on your
exams, you will be able to study using appropriate strategies.

Competence Skills Demonstrated

Knowledge observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Question Cues:
list, define, tell, describe, identify, show, label, collect, examine,
tabulate, quote, name, who, when, where, etc.

understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Question Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish,
estimate, differentiate, discuss, extend

use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine,
modify, relate, change, classify, experiment, discover

seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Question Cues:
analyze, separate, order, explain, connect, classify, arrange, divide,
compare, select, explain, infer

use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design,
invent, what if?, compose, formulate, prepare, generalize, rewrite

compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select,
judge, explain, discriminate, support, conclude, compare, summarize

* Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives:

Bloom's Taxonomy's
Model Questions and Key Words


Based on Bloom's Taxonomy, Developed and Expanded by John Maynard
  I. KNOWLEDGE (drawing out factual answers, testing recall and recognition)
 who where describe which one
 what how define what is the best one
 why match choose how much
 when select omit what does it mean
  II. COMPREHENSION (translating, interpreting and extrapolating)
 state in your own words classify which are facts
 what does this mean judge is this the same as
 give an example infer select the best definition
 condense this paragraph show what would happen if
 state in one word indicate explain what is happening
 what part doesn't fit tell explain what is meant
 what expectations are there translate read the graph, table
 what are they saying select this represents
 what seems to be match is it valid that
 what seems likely explain show in a graph, table
 which statements support represent demonstrate
 what restrictions would you add
  III. APPLICATION (to situations that are new, unfamiliar or have a new
slant for students)
 predict what would happen if explain
 choose the best statements that apply identify the results of
 judge the effects select
 what would result tell what would happen
 tell how, when, where, why tell how much change there would be
  IV. ANALYSIS (breaking down into parts, forms)
 distinguish what is the function of
 identify what's fact, opinion
 what assumptions what statement is relevant
 what motive is there related to, extraneous to, not applicable
 what conclusions what does author believe, assume
 make a distinction state the point of view of
 what is the premise state the point of view of
 what ideas apply what ideas justify conclusion
 what's the relationship between the least essential statements are
 what's the main idea, theme what inconsistencies, fallacies
 what literary form is used what persuasive technique
 implicit in the statement is
  V. SYNTHESIS (combining elements into a pattern not clearly there before)
 create how would you test make up
 tell propose an alternative compose
 make solve the following formulate
 do plan how else would you
 choose design state a rule
  VI. EVALUATION (according to some set of criteria, and state why)
 appraise what fallacies, consistencies, inconsistencies appear
 judge which is more important, moral, better, logical, valid, appropriate
 criticize find the errors
 defend compare