Blooms Taxonomy
Bloom's Taxonomy Revised:
Bloom’s Taxonomy Question Stems
Knowledge
• What happened after . . .?
• How many . . .?
• Who was it that . . .?
• Can you name the . . .?
• Described what happened at . . .?
• Who spoke to . . .?
• Can you tell why . . .?
• Find the meaning of . . .?
• What is . . .?
• Which is true or false . . .?
Comprehension
• Can you write in your own words . . .?
• Can you write a brief outline . . .?
• What do you think might happen next . . .?
• Who do you think . . .?
• What was the main idea . . .?
• Who was the key character . . .?
• Can you distinguish between . . .?
• What differences exist between . . .?
• Can you provide an example of what you mean . . .?
• Can you provide a defi nition for . . .?
Application
• Do you know another instance where . . .?
• Could this have happened in . . .?
• Can you group by characteristics such as . . .?
• What factors would you change if . . .?
• Can you apply the method used to some experience of your own . . .?
• What questions would you ask of . . .?
• From the information given, can you develop a set of instructions about . . .?
• Would this information be useful if you had a . . .?
3/07
Analysis
• Which events could have happened . . .?
• If . . . happened, what might the ending have been?
• How was this similar to . . .?
• What was the underlying theme of . . .?
• What do you see as other possible outcomes?
• Why did . . . changes occur?
• Can you compare your . . . with that presented in . . .?
• Can you explain what must have happened when . . .?
• How is . . . similar to . . .?
• What are some of the problems of . . .?
• Can you distinguish between . . .?
• What were some of the motives behind . . .?
• What was the turning point in the game . . .?
• What was the problem with . . .?
Synthesis
• Can you design a . . . to . . .?
• Why not compose a song about . . .?
• Can you see a possible solution to . . .?
• If you had access to all resources how would you deal with . . .?
• Why don’t you devise your own way to deal with . . .?
• What would happen if . . .?
• How many ways can you . . .?
• Can you create new and unusual uses for . . .?
• Can you write a new recipe for a tasty dish?
• Can you develop a proposal which would . . .?
Evaluation
• Is there a better solution to . . .?
• Judge the value of . . .?
• Can you defend your position about . . .?
• Do you think . . . is a good or a bad thing?
• How would you have handled . . .?
• What changes to . . . would you recommend?
• Are you a . . . person?
• How would you feel if . . .?
• How effective are . . .?
• What do you think about . . .?
3/07
Blooms Question Stems Revised 2:
Bloom's Taxonomy Question Stems
Remembering
What happened after...?
How many...?
What is...?
Who was it that...?
Can you name...?
Find the definition of ...
Describe what happened after...
Who spoke to...?
Which is true or false...?
Where is...?
Which one...?
When did...?
Who were the main characters?
Describe the setting.
Can you tell three...?
When did ____ happen?
How did the story end?
Understanding
Can you explain why...?
Can you write in your own words...?
How would you explain...?
Can you write a brief outline...?
What do you think could have happened next...?
Who do you think...?
What was the main idea?
Can you clarify...?
Can you illustrate...?
Does everyone act in the way that ____ does?
How would you compare/contrast...?
What is meant by ...?
Retell the story.
How did the character feel about...?
Explain what is happening when the author says...
Explain why the story has the title that it does.
Look at the picture. Explain what happened before and after the picture.
Applying
Do you know of another instance where...?
Can you group by characteristics such as ...?
Which factors would you change if...?
What questions would you ask of ...?
From the information given, can you develop a set of instructions about...?
What examples can you find to support...?
Think of a situation that occurred to a person in the selection and tell what you would have done.
What would result if...?
Using what you know, how would you solve...?
What would you do if you could go to the place where the main character lived?
If you had to cook a meal for the main character, what would you make?
Write/tell what you have learned and how you can use this information in your life.
Analyzing
Which events could not have happened?
If ____ happened, what might the ending have been?
How is ___ similar to ___?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you explain what must have happened when...?
What are some of the problems of...?
Can you distinguish between ...?
What were some of the motives behind...?
What was the turning point?
What is the theme of ...?
What motive is there...?
What conclusions can you draw about...?
How would you classify/categorize...?
What inferences can you make...?
What was the problem with...?
What was the funniest part?
What was the most exciting part?
What was the saddest part?
Distinguish between two facts and opinions.
What would be a good title for this story?
Evaluating
Is there a better solution to...?
Judge the value of ____. What do you think about...?
Can you defend your position about...?
Do you think ___ is a good or bad thing?
How would you have handled ...?
What changes to ____ would you recommend?
Do you believe...? How would you feel if ...?
How effective are...?
What are the consequences...?
What influence will ___ have on our lives?
What are the pros and cons of ...?
Why is ___ of value?
What are the alternatives?
Who will gain and who will lose?
Compare two characters in the selection. Which was a better person and why?
Which character would you most like to spend the day with and why?
Do you agree with the actions of ...?
What choice would you have made about...?
What data was used to make the conclusion?
Creating
If you had been ____, what would you have done differently?
How many ways can you think of to...?
Predict what would be true if____.
How can you explain...?
Hypothesize what would happen if ...
How would you improve ...?
What changes would you make to ...?
Suppose you could ____. What would you do?
How would you rewrite the selection from ______'s point of view?
Can you design a ... to ...?
Can you see a possible solution to ...?
If you had access to all resources, how would you deal with...?
Why don't you devise your own way to...?
What would have happen if...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you develop a proposal which would...?
Understanding Bloom:
Bloom's Taxonomy's Model Questions and Key Words
Based on Bloom's Taxonomy, Developed and Expanded
Note:
The REVISED version of Blooms is fundamentally the same. Synthesis
becomes “Creating” and switches places with Evaluation (which becomes
“Evaluating”). Creating is now on top, and Evaluating just under that.
I. KNOWLEDGE “Remembering” (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 “Understanding” (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 “Applying” (to situations that are new, unfamiliar or have a new slant)
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 “Analyzing” (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 “Creating” (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
develop
VI. EVALUATION “Evaluating” (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
Notes on Blloms:
*currently unavailable*
No comments:
Post a Comment