BLOOM’S TAXONOMY

Level Level Attributes Keywords Questions

What is ...? How is ...? Where is ...? When did
_______ happen? How did ______ happen?
Exhibits previously learned
who, what, why, when, omit, where, which, How would you explain ...? Why did ...? How
material by recalling facts,
1: Knowledge choose, find, how, define, label, show, spell, would you describe ...? When did ...? Can you
terms, basic concepts and
list, match, name, relate, tell, recall, select recall ...? How would you show ...? Can you
answers.
select ...? Who were the main ...? Can you list
three ...? Which one ...? Who was ...?
How would you classify the type of ...? How
would you compare ...? contrast ...? Will you
Demonstrating understanding
state or interpret in your own words ...? How
of facts and ideas by compare, contrast, demonstrate, interpret,
would you rephrase the meaning ...? What facts
organizing, comparing, explain, extend, illustrate, infer, outline,
2: Comprehension or ideas show ...? What is the main idea of ...?
translating, interpreting, relate, rephrase, translate, summarize, show,
Which statements support ...? Can you explain
giving descriptions and classify
what is happening . . . what is meant . . .? What
stating main ideas.
can you say about ...? Which is the best
answer ...? How would you summarize ...?
How would you use ...? What examples can you
find to ...? How would you solve _______ using
what you have learned ...? How would you
organize _______ to show ...? How would you
show your understanding of ...? What approach
Solving problems by applying apply, build, choose, construct, develop, would you use to ...?
acquired knowledge, facts, interview, make use of, organize, experiment
3: Application
techniques and rules in a with, plan, select, solve, utilize, model, How would you apply what you learned to
different way. identify develop ...? What other way would you plan
to ...? What would result if ...? Can you make
use of the facts to ...? What elements would you
choose to change ...? What facts would you
select to show ...? What questions would you
ask in an interview with ...?
4: Analysis Examining and breaking analyze, categorize, classify, compare, What are the parts or features of ...? How is
information into parts by contrast, discover, dissect, divide, examine, _______ related to ...? Why do you think ...?
identifying motives or causes; inspect, simplify, survey, take part in, test for, What is the theme ...? What motive is there ...?
making inferences and distinguish, list, distinction, theme, Can you list the parts ...? What inference can
 you make ...? What conclusions can you
draw ...? How would you classify ...? How
would you categorize ...? Can you identify the
finding evidence to support relationships, function, motive, inference,
difference parts ...? What evidence can you
generalizations. assumption, conclusion
find ...? What is the relationship between ...?
Can you make a distinction between ...? What is
the function of ...? What ideas justify ...?
What changes would you make to solve ...? How
would you improve ...? What would happen
if ...? Can you elaborate on the reason ...? Can
you propose an alternative ...? Can you
build, choose, combine, compile, compose, invent ...? How would you adapt ________ to
construct, create, create a different ...? How could you change
Compiling information
(modify) the plot (plan) ...? What could be done
together in a different
design, develop, estimate, formulate, imagine, to minimize (maximize) ...? What way would
5: Synthesis invent, make up, originate, plan, predict, you design ...? What could be combined to
way by combining elements
propose, solve, solution, suppose, discuss, improve (change) ...? Suppose you could
in a new pattern or proposing
modify, change, original, improve, adapt, _______ what would you do ...? How would
alternative solutions.
minimize, maximize, delete, theorize, you test ...? Can you formulate a theory for ...?
elaborate, test, improve, happen, change Can you predict the outcome if ...? How would
you estimate the results for ...? What facts can
you compile ...? Can you construct a model that
would change ...? Can you think of an original
way for the ...?
6: Evaluation Presenting and defending award, choose, conclude, criticize, decide, Do you agree with the actions ...? with the
opinions by making defend, determine, dispute, evaluate, judge, outcomes ...? What is your opinion of ...? How
judgments about information, justify, measure, compare, mark, rate, would you prove ...? disprove ...? Can you
validity of ideas or quality of recommend, rule on, select, agree, interpret, assess the value or importance of ...? Would it be
work based on a set of explain, appraise, prioritize, opinion, ,support, better if ...? Why did they (the character) choose
criteria. importance, criteria, prove, disprove, assess, ...? What would you recommend ...? How would
influence, perceive, value, estimate, influence, you rate the ...? What would you cite to defend
deduct the actions ...? How would you evaluate ...?
How could you determine ...? What choice
would you have made ...? What would you
select ...? How would you prioritize ...? What
judgment would you make about ...? Based on
what you know, how would you explain ...?
 What information would you use to support the
view ...? How would you justify ...? What data
was used to make the conclusion ...? Why was it
better that ...? How would you prioritize the
facts ...? How would you compare the ideas ...?
people ...?

Bloom’s Ranking of Thinking Skills

Knowledge Comprehension Application Analysis Synthesis Evaluation

Solve, Illustrate,
List, Name, Identify, Summarize, Explain, Interpret, Analyze, Organize,
Calculate, Use, Design, Hypothesize, Evaluate, Choose,
Show, Define, Describe, Compare, Deduce, Contrast,
Interpret, Relate, Support, Schematize, Estimate, Judge,
Recognize, Recall, Paraphrase, Differentiate, Compare, Distinguish,
Manipulate, Apply, Write, Report, Justify Defend, Criticize
State, Visualize Demonstrate, Classify Discuss, Plan, Devise
Modify
According to Benjamin Bloom, and his colleagues, there are six levels of cognition:

1. Knowledge: rote memorization, recognition, or recall of facts

2. Comprehension: understanding what the facts mean

3. Application: correct use of the facts, rules, or ideas

4. Analysis: breaking down information into component parts

5. Synthesis: combination of facts, ideas, or information to make a new whole

6. Evaluation: judging or forming an opinion about the information or situation

Level Level Attributes Keywords Example Objective Example Activity Example Assessment
list, recite,
“By the end of this
Rote define, name, Have students group up and perform Use the following question on
course, the student
memorization, match, quote, simple experiments to the class an exam or homework. “Recite
1: Knowledge will be able to recite
recognition, or recall, identify, showing how one of the laws of motion Newton’s three laws of
Newton’s three laws
recall of facts. label, works. motion.”
of motion.”
recognize
describe,
explain, “By the end of this
Group students into pairs and have each
paraphrase, course, the student
pair think of words that describe Assign the students to write a
Understanding restate, give will be able to
motion. After a few minutes, ask pairs simple essay that explains
2:Comprehension what the facts original explain Newton’s
to volunteer some of their descriptions what Newton’s laws of motion
mean. examples of, three laws of motion
and write these descriptions on the mean in his/her own words.
summarize, in his/her own
board.
interpret, words.”
discuss
3: Application Correct use of the calculate, “By the end of this After presenting the kinetic energy On a test, define a projectile
facts, rules, or predict, apply, course, the student equation in class, have the students pair and ask the students to
ideas. solve, will be able to off for just a few minutes and practice “Calculate the kinetic energy
illustrate, use, calculate the kinetic using it so that they feel comfortable of the projectile.”
demonstrate, energy of a with it before being assessed.
 determine,
projectile.”
model
classify,
“By the end of this Present the students with different
outline, break Give the students an
course, the student situations involving energy and ask the
down, assignment that asks them
will be able to students to categorize the energy as
Breaking down categorize, outline the basic principles of
differentiate either kinetic or potential then have
4: Analysis information into analyze, kinetic and potential energy.
between potential them explain in detail why they
component parts. diagram, Ask them to point out the
categorized it the way they did, thus
differences between the two as
breaking down what exactly makes up
well as how they are related.
and kinetic energy.” kinetic and potential energy.
illustrate
By the end of this
design,
section of the
formulate,
course, the student
build, invent, Tie each lecture or discussion to the Give the students a project in
will be able to
Combining parts create, previous lectures or discussions before which they must design an
design an original
5: Synthesis to make a new compose, it, thus helping the students assemble original homework problem
homework problem
whole. generate, all the discreet classroom sessions into dealing with the principle of
dealing with the
derive, a unified topic or theory. conservation of energy.
principle of
modify,
conservation of
develop
energy.”
choose,
“By the end of the
support, relate,
course, the student
determine,
will be able to
defend, judge,
determine whether Have different groups of students solve
Judging the value grade, On a test, describe a dynamic
using conservation the same problem using different
or worth of compare, system and ask the students
6: Evaluation of energy or methods, then have each group present
information or contrast, which method they would use
conservation of the pros and cons of the method they
ideas. argue, justify, to solve the problem and why
momentum would chose.
support,
be more appropriate
convince,
forsolving a
select,
dynamics problem.”
evaluate
Topics/Competen- No. of Percentage Remembering Understanding Applying Analyzing Evaluating Creating Total
cies/Lessons Items

Total

TABLE OF SPECIFICATION