Applying Bloom’s Taxonomy to Student Learning

Remembering implies knowledge or recall of data, specifics and generalizations of methods and processes, structures, or settings.  Remembering expresses the natural desire to recall previously learned material. So knowledge, or being told, can be a foundation for much learning. It provides a basis for higher levels of thinking, but is rote in nature. Higher order thinking builds from knowledge.  

Sample Question Stems

What happened after...?

How many...?

Who was it that...?

Can you name the...?

Describe what happened at...?

Who spoke to...?

Can you tell why...?

Find the meaning of...?

What is...?

Which is true or false...?

Potential Activities and Assessments

Make a list of the main events.

Make a timeline of events.

Make a facts chart.

Write a list of any pieces of information you can remember. 

List all the .... in the story. Essay, article.

Make a chart showing...

Make an acrostic.

Recite a poem, speech, dialog….

Comprehending is the ability to grasp meaning, explain, or restate ideas.  Comprehension requires an understanding of the basic information and then translating, interpreting, and extrapolating it.  When something is comprehended an individual knows what is being communicated and can use the material or ideas yet without necessarily relating it to other situations or ideas.

Sample Question Stems

Can you write in your own words...?

Can you write a brief outline...?

What do you think could of happened 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 definition for...?

Potential Activities and Assessments

Cut out or
Illustrate what you think the main idea was.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
Retell the story in your words.
Paint a picture of some aspect you like.
Write a summary report of an event.
Prepare a flow chart to illustrate the sequence of events.
Use pictures to show or represent a particular event

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Applying implies using learned material in new situations.  Application involves using information, ideas, and skills to solve problems, then selecting and applying them appropriately. Application demonstrates correct usage of procedures and the application of laws or theories to practical situations. 

Sample Question Stems

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 ...?

Potential Activities and Assessments

Construct a model to demonstrate how it will work.
Make a model to illustrate an important event.
Make a scrapbook about the areas of study.
Make a map to include relevant information about an event.
Take a collection of photographs to demonstrate a particular point.
Make up a game using the ideas from the study area.
Make a model of an item in the material.
Design a market strategy for your product using a known strategy as a model.
Dress a doll in national costume.
Paint a mural using the same materials.
Write a textbook about... for others.

Analyzing suggests separating items, materials or basic principles into component parts to understand its structure and composition and to determine the nature or proportions of the whole.  Analysis identifies logical fallacies in reasoning, and makes distinction between facts and inferences.  Analysis is reasoning from a perception of the parts and interrelations of a subject.

Sample Question Stems

Which events could have happened...?
I ... 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...?

Potential activities and assessments

Design a questionnaire to gather information.
Write a commercial to sell a new product.
Conduct an investigation to produce information to support a view.
Make a flow chart to show the critical stages.
Construct a graph to illustrate selected information.
Make a jigsaw puzzle.
Make a family tree showing relationships.
Put on a play about the study area.
Write a biography of the study person.
Prepare a report about the area of study.
Arrange a party. Make all the arrangements and record the steps needed.
Review a work of art in terms of form, color and texture.

Synthesizing suggests the ability to put together separate ideas to form a coherent whole, reasoning from the general to the specific thus resulting in a new more complex whole.  Synthesis involves putting together ideas and knowledge in a new and unique form. This is where innovations truly take place.

Sample Question Stems

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...

Potential Activities and Assessments

Invent a machine to do a specific task.
Design a building to house your study.
Create a new product. Give it a name and plan a marketing campaign.
Write about your feelings in relation to...
Write a TV show, play, screenplay,  role play, song or pantomime about...?
Design a record, book, or magazine cover for...?
Make up a new language code and write material suing it.
Sell an idea.
Devise a way to...
Compose a rhythm or put new words to a known melody.

Creating & Evaluating are the highest cognitive levels in this arrangement.

Evaluating requires the ability to judge the worth of material against stated criteria. Evaluating involves reviewing and asserting evidence, facts, and ideas, then making appropriate statements and judgments about the value of the material and methods used for particular purposes. 

Creating requires the initiation of something, the act of starting something for the first time, or introducing something new.  Creating requires the ability to originate, initiate, make, or design something.  

Sample Question Stems

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?
Do you believe?
Are you a ... person?
How would you feel if...?
How effective are...?
What do you think about...?

Potential Activities and Assessments

Prepare a list of criteria to judge a ... show. Indicate priority and ratings.
Conduct a debate about an issue of special interest.
Make a booklet about 5 rules you see as important. Convince others.
Form a panel to discuss views, eg "Learning at School"
Write a letter to ... advising on changes needed at...
Write a half yearly report.
Prepare a case to present your view about...

Adapted From:

Dalton, J. & Smith, D. (1986) http://www.teachers.ash.org.au/researchskills/dalton.htm.

Palloff and Pratt.  Assessing the Online Learner.  (2009).