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TAXONOMY AND
THE DIFFERENT
LEVELS OF
QUESTIONS
THE TAXONOMY OF BLOOM
As teachers and as people part of the world, we ask questions to
our learners and people everyday. Not all questions are on the
same level. Some questions are easy to answer where other
questions may require a great deal of thinking.
KNOWLEDGE
happened
after...?
How many...?
Make a list of the main
Who was it
events..
Tell that...?
Make a timeline of
List Can you name
events.
Describe the...?
Make a facts chart.
Relate Describe what
Write a list of any
Locate happened at...?
pieces of information
Write Who spoke
you can remember.
Find to...?
List all the .... in the
State Can you tell
story/article/reading
Name why...?
piece.
Find the
Make a chart showing...
meaning of...?
What is...?
Which is true
or false...?
COMPREHENSION
POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS
Make a colouring
book.
APPLICATION
POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS
of...? material.
about...? model.
ANALYSIS
POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS
outcomes? information.
when...? study.
of...? needed.
of the motives
behind...?
What was the
turning point in
the game?
problem with...?
SYNTHESIS
POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS
Create Can you design Invent a machine to
a proposal which
would...
EVALUATION
POTENTIAL
USEFUL SAMPLE
ACTIVITIES AND
VERBS QUESTIONS
PRODUCTS
recommend? "Learning at
person? advising on
about...? about...
Or available at:
http://www.teachers.ash.org.au/researchskills/Dalton.htm
Levels of Understanding Assessed by
Multiple Choice Questions
(Adapted from: Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The
classification of educational goals: Handbook I, cognitive domain. New York ;
Toronto: Longmans, Green.)
Because PSY 002 is Penn State's basic, introductory course in psychology, I expect
students to achieve primarily the first three levels of understanding in the course.
Consequently, almost all of the multiple choice questions in our exams aim to assess
those first three levels of understanding. I expect more of the three higher levels--
analysis, synthesis, and evaluation--in my advanced 200- and 400-level courses. In
those courses I usually assess understanding with projects, essay questions, or papers
rather than with multiple-choice questions. You will probably find that your other
instructors tend to grade introductory and upper-level courses differently.
a. psychoanalysis
b. structuralism
c. psychiatry
d. New Age Movement
a. psychoanalysts
b. behaviorists
c. humanistic psychologists
d. cognitive psychologists
a. who
b. why
c. what
d. how
2. Why did John B. Watson reject the structuralist study of mental events?
2. A researcher shows erotic films to one group of subjects and violent films to
another group of subjects. The researcher then assesses the cooperativeness of each
group of subjects. The independent variable in this study is
Dr. Laurie A. Roades at California State University, Pomona, authored a web page on
multiple choice questions that served as a source of ideas for the layout of the page.
I also acknowledge a number of web pages as sources of information on Bloom's
taxonomy of levels of understanding. My primary source was:
Multiple Choice Questions and Bloom's Taxonomy from the University of Cape
Town, South Africa
Other pages I found useful were:
Bloom's Taxonomy from the Learning Skills Program, Counselling Services,
University of Victoria
Bloom's Taxonomy from the Distance Learning Resource Network
Judith K. Welch's page on Bloom's Taxonomy from the University of Central Florida
Gnter Krumme's page on Bloom's Taxonomy from the University of Washington
John A. Johnson
Last modified 08-26-2003