Writing Objectives Using Bloom's Taxonomy

Various researchers have summarized how to use Bloom’s Taxonomy. Following are four interpretations that you can use
as guides in helping to write objectives using Bloom’s Taxonomy.

Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which
emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the
type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher
levels.
LEVEL LEVEL ATTRIBUTES KEYWORDS QUESTIONS

Exhibits previously who, what, why, when, What is ...? How is ...? Where is ...? When did _______
1: KNOWLEDGE

learned material by omit, where, which, happen? How did ______ happen? How would you
recalling facts, terms, choose, find, how, define, explain ...? Why did ...? How would you describe ...? When
basic concepts and label, show, spell, list, did ...? Can you recall ...? How would you show ...? Can
answers. match, name, relate, tell, you select ...? Who were the main ...? Can you list
recall, select three ...? Which one ...? Who was ...?

Demonstrating compare, contrast, How would you classify the type of ...? How would you
2: COMPREHENSION

understanding of facts demonstrate, interpret, compare ...? contrast ...? Will you state or interpret in
and ideas by organizing, explain, extend, illustrate, your own words ...? How would you rephrase the
comparing, translating, infer, outline, relate, meaning ...? What facts or ideas show ...? What is the
interpreting, giving rephrase, translate, main idea of ...? Which statements support ...? Can you
descriptions and stating summarize, show, classify explain what is happening . . . what is meant . . .? What
main ideas. can you say about ...? Which is the best answer ...? How
would you summarize ...?

Solving problems by apply, build, choose, How would you use ...? What examples can you find to ...?
applying acquired construct, develop, How would you solve _______ using what you have
knowledge, facts, interview, make use of, learned ...? How would you organize _______ to show ...?
3: APPLICATION

techniques and rules in a organize, experiment with, How would you show your understanding of ...? What
different way. plan, select, solve, utilize, approach would you use to ...? How would you apply
model, identify what you learned to 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 ...?

Examining and breaking analyze, categorize, What are the parts or features of ...? How is _______
information into parts by classify, compare, contrast, related to ...? Why do you think ...? What is the theme ...?
identifying motives or discover, dissect, divide, What motive is there ...? Can you list the parts ...? What
causes; making examine, inspect, simplify, inference can you make ...? What conclusions can you
4: ANALYSIS

inferences and finding survey, take part in, test draw ...? How would you classify ...? How would you
evidence to support for, distinguish, list, categorize ...? Can you identify the difference parts ...?
generalizations. distinction, theme, What evidence can you find ...? What is the relationship
relationships, function, between ...? Can you make a distinction between ...?
motive, inference, What is the function of ...? What ideas justify ...?
assumption, conclusion

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 LEVEL LEVEL ATTRIBUTES KEYWORDS QUESTIONS

Compiling information build, choose, combine, What changes would you make to solve ...? How would
together in a different compile, compose, you improve ...? What would happen if ...? Can you
way by combining construct, create, design, elaborate on the reason ...? Can you propose an
elements in a new develop, estimate, alternative ...? Can you invent ...? How would you adapt
pattern or proposing formulate, imagine, invent, ________ to create a different ...? How could you change
5: SYNTHESIS

alternative solutions. make up, originate, plan, (modify) the plot (plan) ...? What could be done to
predict, propose, solve, minimize (maximize) ...? What way would you design ...?
solution, suppose, discuss, What could be combined to improve (change) ...?
modify, change, original, Suppose you could _______ what would you do ...? How
improve, adapt, minimize, would you test ...? Can you formulate a theory for ...? Can
maximize, delete, theorize, you predict the outcome if ...? How would you estimate
elaborate, test, improve, the results for ...? What facts can you compile ...? Can you
happen, change construct a model that would change ...? Can you think of
an original way for the ...?

Presenting and award, choose, conclude, Do you agree with the actions ...? with the outcomes ...?
defending opinions by criticize, decide, defend, What is your opinion of ...? How would you prove ...?
making judgments about determine, dispute, disprove ...? Can you assess the value or importance
information, validity of evaluate, judge, justify, of ...? Would it be better if ...? Why did they (the
ideas or quality of work measure, compare, mark, character) choose ...? What would you recommend ...?
based on a set of criteria. rate, recommend, rule on, How would you rate the ...? What would you cite to
6: EVALUATION

select, agree, interpret, defend the actions ...? How would you evaluate ...? How
explain, appraise, prioritize, could you determine ...? What choice would you have
opinion, ,support, made ...? What would you select ...? How would you
importance, criteria, prove, prioritize ...? What judgment would you make about ...?
disprove, assess, influence, Based on what you know, how would you explain ...?
perceive, value, estimate, What information would you use to support the view ...?
influence, deduct 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

Analyze, Organize, Design,

List, Name, Summarize, Explain, Solve, Illustrate,
Deduce, Contrast, Hypothesize, Evaluate,
Identify, Show, Interpret, Describe, Calculate, Use,
Compare, Support, Choose,
Define, Recognize, Compare, Paraphrase, Interpret, Relate,
Distinguish, Schematize, Estimate, Judge,
Recall, State, Differentiate, Manipulate, Apply,
Discuss, Plan, Write, Report, Defend, Criticize
Visualize Demonstrate, Classify Modify
Devise Justify

Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy

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Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy.
©2001 St. Edward’s University Center for Teaching Excellence. Stedwards

From: GA Tech

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

Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each
level. Depending on the nature of the course, a few of these levels may need to be given more emphasis than the others.

Below are examples of objectives written for each level of Bloom’s Taxonomy and activities and assessment tools based
on those objectives. Common key verbs used in drafting objectives are also listed for each level.

LEVEL EXAMPLE EXAMPLE

LEVEL KEYWORDS EXAMPLE ACTIVITY
ATTRIBUTES OBJECTIVE ASSESSMENT

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 LEVEL EXAMPLE EXAMPLE
LEVEL KEYWORDS EXAMPLE ACTIVITY
ATTRIBUTES OBJECTIVE ASSESSMENT

Rote list, recite, define, “By the end of this Have students group up and Use the following
KNOWLEDGE

memorization, name, match, course, the student will perform simple experiments question on an exam
recognition, or quote, recall, be able to recite to the class showing how one or homework. “Recite
1:

recall of facts. identify, label, Newton’s three laws of of the laws of motion works. Newton’s three laws of
recognize motion.” motion.”

Understanding describe, explain, “By the end of this Group students into pairs and Assign the students to
2: COMPREHENSION

what the facts paraphrase, course, the student will have each pair think of words write a simple essay
mean. restate, give be able to explain that describe motion. After a that explains what
original examples Newton’s three laws of few minutes, ask pairs to Newton’s laws of
of, summarize, motion in his/her own volunteer some of their motion mean in his/her
interpret, discuss words.” descriptions and write these own words.
descriptions on the board.

Correct use of calculate, predict, “By the end of this After presenting the kinetic On a test, define a
3: APPLICATION

the facts, rules, apply, solve, course, the student will energy equation in class, have projectile and ask the
or ideas. illustrate, use, be able to calculate the the Ss pair off for just a few students to “Calculate
demonstrate, kinetic energy of a minutes and practice using it the kinetic energy of
determine, model projectile.” so that they feel comfortable the projectile.”
with it before being assessed.

Breaking down classify, outline, “By the end of this Present Ss with different Give Ss an assignment
information break down, course, the student will situations involving energy. that asks them outline
into component categorize, be able to differentiate Ask them to categorize the the basic principles of
4: ANALYSIS

parts. analyze, diagram, between potential and energy as either kinetic or kinetic and potential
illustrate kinetic energy.” potential. Have them explain energy. Ask them to
in detail why they categorized point out the
it the way, thus breaking differences between
down what exactly makes up the two as well as how
kinetic & potential energy. they are related.

Combining design, formulate, Ss will be able to design Tie each lecture or discussion Give Ss a project in
parts to make a build, invent, an original homework to the previous lectures or which they must
5: SYNTHESIS

new whole. create, compose, problem dealing with discussions before it, thus design an original
generate, derive, the principle of helping the students problem dealing with
modify, develop conservation of energy. assemble all the discreet the principle of
classroom sessions into a conservation of
unified topic or theory. energy.

Judging the choose, support, Ss will be able to Have different groups of On a test, describe a
value or worth relate, determine, determine whether students solve the same dynamic system and
6: EVALUATION

of information defend, judge, using conservation of problem using different ask the students which
or ideas. grade, compare, energy or conservation methods, then have each method they would
contrast, argue, of momentum would group present the pros and use to solve the
justify, support, be more appropriate cons of the method they problem and why.
convince, select, for solving a dynamics chose.
evaluate problem.