Writing Objectives Using Bloom's Taxonomy

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

Blooms Ranking of Thinking Skills

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

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

Task Oriented Question Construction Wheel Based on Blooms Taxonomy

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 Blooms Taxonomy and activities and assessment tools based on those
objectives. Common key verbs used in drafting objectives are also listed for each level.
 LEVEL LEVEL KEYWORDS EXAMPLE EXAMPLE ACTIVITY EXAMPLE
ATTRIBUTES OBJECTIVE ASSESSMENT
1: KNOWLEDGE Rote list, recite, define, By the end of this Have students group up Use the following
memorization, name, match, course, the student and perform simple question on an exam
recognition, or quote, recall, will be able to recite experiments to the or homework. Recite
recall of facts. identify, label, Newtons three laws class showing how one Newtons three laws of
recognize of motion. of the laws of motion motion.
works.
2: Understanding describe, explain, By the end of this Group students into Assign the students to
COMPREHENSION what the facts paraphrase, course, the student pairs and have each write a simple essay
mean. restate, give will be able to pair think of words that that explains what
original examples explain Newtons describe motion. After a Newtons laws of
of, summarize, three laws of motion few minutes, ask pairs motion mean in his/her
interpret, discuss in his/her own to volunteer some of own words.
words. their descriptions and
write these descriptions
on the board.
3: APPLICATION Correct use of calculate, predict, By the end of this After presenting the On a test, define a
the facts, rules, apply, solve, course, the student kinetic energy equation projectile and ask the
or ideas. illustrate, use, will be able to in class, have the students to Calculate
demonstrate, calculate the kinetic students pair off for just the kinetic energy of
determine, model energy of a a few minutes and the projectile.
projectile. practice using it so that
they feel comfortable
with it before being
assessed.
4: ANALYSIS Breaking down classify, outline, By the end of this Present the students Give the students an
information into break down, course, the student with different situations assignment that asks
component categorize, will be able to involving energy and them outline the basic
parts. analyze, diagram, differentiate ask the students to principles of kinetic
illustrate between potential categorize the energy and potential energy.
and kinetic energy. as either kinetic or Ask them to point out
potential then have the differences
them explain in detail between the two as
why they categorized it
 the way they did, thus well as how they are
breaking down what related.
exactly makes up
kinetic and potential
energy.
5: SYNTHESIS Combining design, formulate, By the end of this Tie each lecture or Give the students a
parts to make a build, invent, section of the discussion to the project in which they
new whole. create, compose, course, the student previous lectures or must design an original
generate, derive, will be able to discussions before it, homework problem
modify, develop design an original thus helping the dealing with the
homework problem students assemble all principle of
dealing with the the discreet classroom conservation of
principle of sessions into a unified energy.
conservation of topic or theory.
energy.
6: EVALUATION Judging the choose, support, By the end of the Have different groups of On a test, describe a
value or worth relate, determine, course, the student students solve the dynamic system and
of information defend, judge, will be able to same problem using ask the students which
or ideas. grade, compare, determine whether different methods, then method they would use
contrast, argue, using conservation have each group to solve the problem
justify, support, of energy or present the pros and and why.
convince, select, conservation of cons of the method they
evaluate momentum would chose.
be more appropriate
forsolving a
dynamics problem.