Académique Documents
Professionnel Documents
Culture Documents
TaskOriented
Question
Construction
Wheel
Based on
Bloom's
Taxonomy
Permission is granted
for use of this material
provided the following
credit line appears on
all copies:
Task Oriented
Question Construction
Wheel Based on
Bloom's Taxonomy,
2004 St. Edward's
University Center for
Teaching Excellence.
INFORMATION
GATHERING
ACTIVITIES
ACTIVITIES
A definition
A dictionary
Events
Films
Magazine articles
Newspapers
People
Radio
Recordings
Television shows
Text reading
Video
ACTIVITIES
Comparison of standards
Conclusion
Court Trial
Editorial
Establishment of standards
Evaluation
Group Discussion
Recommendation
Self-Evaluation
Survey
Valuing
VERBS
VERBS
VERBS
Define
Describe
Draw
Identify
Label
Locate
Memorize
Name
Recite
Recognize
Select
State
Write
Analogy
Causal relationships
Conclusion or implication
based on data
Outline
Summary
Change Match
Confirm Paraphrase
Express Restate
Illustrate Transform
VERBS
Extend Relate
Distinguish
Compare Infer
Summarize
Generalize Predict
Defend Explain
VERBS
COMPREHENSION
APPLICATION
KNOWLEDGE
Apprise
Assess
Compare
Consider
Criticize
Critique
Judge
Recommend
Relate
Solve
Summarize
Weigh
EVALUATION
ACTIVITIES
Apply
Change
Choose
Classify
Collect
Discover
Dramatize
Draw
Interpret
Make
Model
Modify
Paint
Prepare
Produce
Report
Show
VERBS
ANALYSIS
SYNTHESIS
Add to
Combine
Construct
Create
Design
MAKING USE OF
KNOWLEDGE
Develop
Originate
Formulate
Plan
Hypothesize Produce
Invent
Role-Play
Organize
What if
Creating
A cartoon
A project
A drama
A puzzle
A filmstrip
A question
A forecast
Diagram
A list
Illustration
A map
Photograph
A meeting
Sculpture
A mobile
Solution
A painting
A paper which follows an outline
Shifting smoothly from
one gear into another
ACTIVITIES
VERBS
JUDGING THE
OUTCOME
A play
Article
Book
Cartoon Game
Poem
Report
Song
Story
Formulate a hypothesis or question
Set of rules, principles. or standards
Speculate on or plan an alternate course of action
Invention
ACTIVITIES
TAKING
APART
PUTTING TOGETHER
Copyright 2004 St. Edwards University Center for Teaching Excellence
Hess Cognitive Rigor Matrix & Curricular Examples: Applying Webbs Depth-of-Knowledge Levels to Blooms Cognitive Process Dimensions Math/Science
Revised Blooms
Webbs DOK Level 1
Webbs DOK Level 2
Webbs DOK Level 3
Webbs DOK Level 4
Strategic Thinking/ Reasoning
Taxonomy
Recall & Reproduction
Skills & Concepts
Extended Thinking
o Recall, observe, & recognize
Remember
Retrieve knowledge from
long-term memory,
recognize, recall, locate,
identify
Understand
Construct meaning, clarify,
paraphrase, represent,
translate, illustrate, give
examples, classify,
categorize, summarize,
generalize, infer a logical
conclusion (such as from
examples given), predict,
compare/contrast, match like
ideas, explain, construct
models
Apply
Carry out or use a procedure
in a given situation; carry out
(apply to a familiar task), or
use (apply) to an unfamiliar
task
Analyze
Break into constituent parts,
determine how parts relate,
differentiate between
relevant-irrelevant,
distinguish, focus, select,
organize, outline, find
coherence, deconstruct
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Evaluate
Make judgments based on
criteria, check, detect
inconsistencies or fallacies,
judge, critique
Create
Reorganize elements into
new patterns/structures,
generate, hypothesize,
design, plan, construct,
produce
2009 Karin Hess permission to reproduce is given when authorship is fully cited khess@nciea.org
Hess Cognitive Rigor Matrix & Curricular Examples: Applying Webbs Depth-of-Knowledge Levels to Blooms Cognitive Process Dimensions - Reading
Revised Blooms
Webbs DOK Level 1
Webbs DOK Level 2
Webbs DOK Level 3
Webbs DOK Level 4
Strategic Thinking/ Reasoning
Taxonomy
Recall & Reproduction
Skills & Concepts
Extended Thinking
o
Recall, recognize, or locate
Remember
Retrieve knowledge from
long-term memory,
recognize, recall, locate,
identify
Understand
Construct meaning, clarify,
paraphrase, represent,
translate, illustrate, give
examples, classify,
categorize, summarize,
generalize, infer a logical
conclusion), predict,
compare/contrast, match like
ideas, explain, construct
models
Apply
Carry out or use a procedure
in a given situation; carry out
(apply to a familiar task), or
use (apply) to an unfamiliar
task
Analyze
Break into constituent parts,
determine how parts relate,
differentiate between
relevant-irrelevant,
distinguish, focus, select,
organize, outline, find
coherence, deconstruct (e.g.,
for bias or point of view)
o
o
o
o Categorize/compare literary
elements, terms, facts, details,
events
o Identify use of literary devices
o Analyze format, organization, &
internal text structure (signal words,
transitions, semantic cues) of
different texts
o Distinguish: relevant-irrelevant
information; fact/opinion
o Identify characteristic text features;
distinguish between texts, genres
o
o
Evaluate
o
o
o
Create
Hess Cognitive Rigor Matrix & Curricular Examples: Applying Webbs Depth-of-Knowledge Levels to Blooms Cognitive Process Dimensions - Writing
Revised Blooms
Webbs DOK Level 1
Webbs DOK Level 2
Webbs DOK Level 3
Webbs DOK Level 4
Strategic Thinking/ Reasoning
Taxonomy
Recall & Reproduction
Skills & Concepts
Extended Thinking
Remember
Retrieve knowledge from
long-term memory,
recognize, recall, locate,
identify
Understand
Construct meaning, clarify,
paraphrase, represent,
translate, illustrate, give
examples, classify,
categorize, summarize,
generalize, infer a logical
conclusion), predict,
compare/contrast, match like
ideas, explain, construct
models
Apply
Analyze
Break into constituent parts,
determine how parts relate,
differentiate between
relevant-irrelevant,
distinguish, focus, select,
organize, outline, find
coherence, deconstruct (e.g.,
for bias, point of view)
Evaluate
Create
Reorganize elements into
new patterns/structures,
generate, hypothesize,
design, plan, produce
o
o
2009 Karin K. Hess: Hess Cognitive Rigor Matrix: Permission to reproduce is given when authorship is fully cited [khess@nciea.org]
For full article, go to www.nciea.org
Levels of Complexity
Recall/Reproduction Recall a fact, information, or procedure;
process information on a low level
Skill/Concept Use information or conceptual knowledge, two or
more steps
Strategic Thinking Requires reasoning, developing a plan or a
sequence of steps, more than one reasonable approach
Extended Thinking Requires connections and extensions, high
cognitive demands and complex reasoning
LevelsofThinkinginBloomsTaxonomyandWebbsDepthofKnowledge
BloomsOldVersion(1956)
BloomsNewVersion(1990s)
WebbsDOK(2002)
Bloom'ssixmajorcategorieswerechangedfromnountoverb
formsinthenewversionwhichwasdevelopedinthe1990sand
releasedin2001.Theknowledgelevelwasrenamedas
remembering.Comprehensionwasretitledunderstanding,and
synthesiswasrenamedascreating.Inaddition,thetoptwolevels
ofBloomschangedpositionintherevisedversion.
BloomsTaxonomy
RevisedBloomsTaxonomy
Knowledge
Remembering
Recallappropriateinformation.
Comprehension
Understanding
Graspthemeaningofmaterial.
Application
Applying
Analysis
Analyzing
Uselearnedmaterialinnewandconcretesituations.
Breakdownmaterialintocomponentpartssothatits
organizationalstructuremaybeunderstood.
Synthesis
Evaluating
Putpartstogethertoforma
newwhole.
Makejudgmentsbasedoncriteriaand
standards.
Evaluation
Creating(PreviouslySynthesis)
Judgevalueofmaterial
foragivenpurpose.
Putelementstogethertoforma
coherentorfunctionalwhole;
reorganizingelementsintoanew
patternorstructurethrough
generating,planning,orproducing.
NormanL.WebbofWisconsinCenterforEducationalResearchgeneratedDOKlevelsto
aidinalignmentanalysisofcurriculum,objectives,standards,andassessments.
WebbsDepthofKnowledge&CorrespondingVerbs
*Someverbscouldbeclassifiedatdifferentlevelsdependingonapplication.
RecallandReproductionCorrelatestoBlooms2LowestLevels
Recallafact,information,orprocedure.
arrange,calculate,define,draw,identify,list,label,illustrate,match,measure,memorize,
quote,recognize,repeat,recall,recite,state,tabulate,use,tellwhowhatwhenwhere
why
Skill/Concept
Engagesmentalprocessbeyondhabitualresponseusinginformationorconceptual
knowledge.Requirestwoormoresteps.
apply,categorize,determinecauseandeffect,classify,collectanddisplay,compare,
distinguish,estimate,graph,identifypatterns,infer,interpret,makeobservations,modify,
organize,predict,relate,sketch,show,solve,summarize,usecontextclues
StrategicThinking
Requiresreasoning,developingplanorasequenceofsteps,somecomplexity,morethan
onepossibleanswer,higherlevelofthinkingthanprevious2levels.
apprise,assess,citeevidence,critique,developalogicalargument,differentiate,draw
conclusions,explainphenomenaintermsofconcepts,formulate,hypothesize,investigate,
revise,useconceptstosolvenonroutineproblems
ExtendedThinkingCorrelatestoBlooms2HighestLevels
Requiresinvestigation,complexreasoning,planning,developing,andthinkingprobably
overanextendedperiodoftime.*Longertimeperiodisnotanapplicablefactorifworkis
simplyrepetitiveand/ordoesnotrequirehigherorderthinking.
analyze,applyconcepts,compose,connect,create,critique,defend,design,evaluate,
judge,propose,prove,support,synthesize
DebbiePerkins,2008
Level 3
Strategic Thinking
Requires reasoning, developing a plan
or a sequence of steps, some
complexity
Bloom
Analyze
Breaking information into parts to
explore understanding and
relationship.
Evaluate
Checks/Critiques makes judgments
based on criteria and standards.
Level 4
Extended Thinking
Requires an investigation, time to think
and process multiple conditions of the
problem. Most on-demand
assessments will not include Level 4
activities.
Bloom
Synthesize
Putting together elements and parts to
form a whole
Evaluate
Making value judgments about the
method.
Appraise
Connect
Create
Critique
Design
Judge
Justify
Prove
Report
Synthesize