4.1: Bloom’s Taxonomy
- Page ID
- 11026
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Level of Cognitive Domain | Thinking Level | Generic Activity | Question Cues | Sample Questions | Example Activities of Products |
---|---|---|---|---|---|
Remembering | Basic thinking (lowest level) | Recalls facts, patterns, settings, etc.; remembers previously learned material | Cite, label, name, list, state, quote, reproduce, define, identify, describe(who, what, where, when) | Who is…? What is…? Where is…? Where was…? | List items. Make a timeline. Recite a passage. List certain memorized facts. |
Understanding | Basic thinking | Understands what is being communicated; grasps the meaning of material and can state in own words; can infer causes and predict consequences | Explain, restate, paraphrase, summarize, describe, illustrate, give examples, discuss, distinguish, interpret | How would you put this into your own words? What is an example of _____? How would you translate ____ to a visual form? What was the main idea? | Create a flowchart to illustrate the sequence of events. Retell the story in your words. Write a summary. |
Applying | Higher-level thinking | Uses the information in new concrete situations | Apply, classify, solve, demonstrate, calculate, illustrate(how it looks in new situation), complete, employ | Can you apply this idea to your own life? Can you come up with another example? What does “x” equal in this case? | Use this method to apply to a new case study. Solve different types of math problems. |
Analyzing | Higher-level thinking | Breaks new information into parts to understand relationships; sees patterns and organizational structure | Diagram, analyze, diagnose, conclude, outline, separate, explain(relationships), infer, find, classify, discriminate, compare, contrast, why | Why did this happen? What were some of the motives behind _____? What was the problem with _____? Why did ____ changes occur? Can you explain what happened when _____? What difference exists between ____ and ____? | Construct a diagram that shows the relationships between the parts. Research the issue to find information that supports a view. Write a biography. |
Evaluating | Higher-level thinking | Make judgement of the value of an idea, method, resource, etc.; assess the value of theories, presentations, texts; make choices based on argument; recognize subjectivity | Assess, appraise, critique, judge, weigh, recommend, convince, support, evaluate,rank, decide, select, grade, defend, justify, compare, contrast | Is this a good or bad thing? Can you defend your position on ____? What do you believe and why? What would you have done differently? How effective is ____? What do you think about ____? Is this a credible source? | Debate an issue from multiple perspectives.State your opinion and evidence for your opinion. Prepare a list of criteria used to judge something and apply it. |
Creating | Higher-level thinking | Creates something new from the elements of the old information; generalizes from given facts; relates knowledge from different areas | Create, design, compose, develop, plan, propose, integrate, invent, generalize, combine, rewrite | What would happen if ____? How can we improve ____? Can you design a ___ to accomplish ___? How can this idea be combined with that idea to develop a better understanding of ____? How can we solve questions? | Invent a new machine. Write a story. Compose a new piece of music or work of art. Devise a new way to do something. |