Dig Deeper
Bloom’s Taxonomy for Asking Questions
Bloom’s Taxonomy (Bloom, 1956) provides a framework for thinking about cognitive complexity during the learning process. This is useful
for writing questions that encourage higher-order levels of critical thinking that challenge students to move beyond rote memorization and
recall. Moreover, since higher-order questions have more than one approach and correct answer, they make classroom discussions more
lively and interesting, and promote greater participation.
The following is a list of key verbs and examples per level of thinking in Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001). Use
these verbs to explain what students will do when preparing questions or prompts for a discussion or an assessment.
Level 6 - Creating
Definition
Key verbs
Example question starters
Sample questions and prompts
To generate, plan,
and produce
something new or
propose alternative
solutions.
build, choose,
combine, compile,
compose, construct,
create, design,
develop, estimate,
formulate, imagine,
invent, plan, predict,
propose, solve,
solution, suppose,
discuss, modify,
change, original,
improve, adapt,
minimize, maximize,
elaborate, test,
happen, theorize
Can you propose an
alternative…?
Write an alternative program to
generate the same output.
How would you adapt...to
create a different…?
How would you adapt the play in
order to critically reflect a current
social or political problem in the
US?
How could you
change/modify the
plot/plan…?
What way would you
design…?
What could be combined to
improve (change)…?
How would you test…?
Imagine you are studying abroad in
Peru and you need to ask for
directions on the street. Formulate
what questions you may need to ask
and possible responses.
Can you formulate a theory
for…?
Can you predict the
outcome if…?
What could be done to
minimize/maximize…?
Can you construct a model
that would change…?
Level 5 - Evaluating
To make and
defend judgments
or opinions based
on evidence or
external criteria.
award, choose,
conclude, criticize,
decide, defend,
determine, dispute,
evaluate, judge,
justify, measure,
compare, rate,
recommend, select,
agree, appraise,
prioritize, opinion,
interpret, explain,
support importance,
criteria, prove,
disprove, assess,
value, estimate,
deduct
Do you agree with the
Read the following scenario and
actions/outcome…? Why or defend the practitioner's decision.
why not?
What is your opinion of…?
How would you prove/
disprove…?
Can you assess the value or
importance of…?
Why did...choose…?
What would you
recommend…?
How would you
evaluate…?
How would you compare
the ideas…? the people…?
How would you justify...?
How would you evaluate your
classmate’s essay/oral presentation
given the grading rubric? Explain
why.
Defend your hypothesis for today’s
lab given the results of previous
experiments.
What data was used to
make the conclusion…?
Based on what you know,
how would you explain…?
Level 4 - Analyzing
To examine and
breakdown objects
or ideas into
simpler parts and
find evidence to
support
generalizations.
analyze, categorize,
classify, compare,
contrast, discover,
dissect, divide,
examine, inspect,
simplify, survey, test
for, distinguish, list,
distinction, theme,
function, motive,
inference,
assumption,
conclusion, take part
in
What are the parts or
features of...?
How would you
categorize/classify...?
What is the relationship
between...?
Why do you think...?
What is the theme...?
What motive is there...?
What inference can you
make...?
What conclusions can you draw
about gases given what happened to
the balloons during the experiment?
Compare and contrast the female
protagonists of at least two of the
short stories we have read
throughout the quarter.
Drawing from this week’s reading,
what do you think is the
relationship between race,
socioeconomic status, and police
brutality?
What conclusions can you
draw...?
Can you identify the
different parts...?
Level 3 - Applying
To apply
knowledge and
solve actual
situations or
problems.
apply, build, choose,
construct, develop,
interview, make use
of, organize,
experiment with,
How would you
solve/use…?
What examples can you
find to…?
Choose a statistical method to
analyze the sample data and
explain why you chose it.
Given what we have learned about
epidemics in Chapter 3, identify
plan, select, solve,
utilize, model,
identify
How would you organize...
to show…?
How would you apply what
you learned to develop…?
What would result if…?
Can you make use of the
facts to…?
what you would have done
differently in the movie, World War
Z, if you were working for the
CDC.
How would you apply what you
learned about Universal Design for
Learning to develop a lesson
plan?
What questions would you
ask given...?
What approach would you
use to…?
Level 2 - Understanding To demonstrate
comprehension of
the facts.
compare, contrast,
demonstrate,
interpret, explain,
extend, illustrate,
infer, outline, relate,
rephrase, translate,
summarize, show,
classify
How would you classify the
type of…?
How would you compare
(and contrast)…?
What is the main idea of
……?
Which statements
support…?
How would you
summarize…?
Can you explain what is
happening…?
What is meant by…?
According to the documentary,
explain why consumers may be
against GMOs in their food.
Choose the quote that best reflects
the author’s counterargument.
Explain why.
Is the researcher for or against the
critical period? How do you know?
What facts or ideas
show…?
Level 1 - Remembering
To remember and
recall previously
learned
information.
who, what, why,
when, omit, where,
which, choose, find,
how, define, label,
show, spell, list,
match, name, relate,
tell, recall, select
Can you list the …?
What is the life cycle of a moth?
What is…?
Describe what led to the 1968
Mexican student movement.
Can you select...?
When did... happen?
Who are the main…?
Which one…?
Why did…?
How would you
describe…?
Who was…?
How would you show…?
When did…?
Who are the Sirens in The
Odyssey?
References:
Academic Life in Emergency Medicine (ALIEM), http://www.aliem.com/blooms-digital-taxonomy/
Anderson, L. W. and Krathwohl, D. R., et al (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy
of Educational Objectives. Boston, MA: Pearson Education Group.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Iowa State University, Center for Excellence in Learning and Teaching, http://www.celt.iastate.edu/teaching-resources/effectivepractice/revised-blooms-taxonomy/
Vanderbilt University, Center for Teaching, https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#2001
cee.ucdavis.edu