The New Blooms Taxonomy

An Interactive Quiz Game

Developed by Nancy Andrews, Emily Hodge, and Amy McElveen

Instructions
On the next slide (Question Index), click a question number. Click your selected response on the question slide. If you are correct, continue to the next question. If not, return to the question and try again. Click the button to begin.

Question Index
Click on a question number to select it.

1 2 3 4 5 6

7 8 9 10 11 12

What was the central focus of Blooms life work?

a. Creating a diagram to organize his six levels of thought b. Improving student learning c. Classifying the affective and psychomotor domains

Which of the following is NOT a benefit of Blooms Taxonomy?

a. It creates common ground for discussions about educational goals and objectives. b. It helps ensure the alignment of objectives with standards and assessments. c. It is sufficient as the only model teachers need to use to be successful.

Mrs. Macintosh wants her students to compare and contrast two Native American folktales and the cultures each represents. At which level of thought is Mrs. Macintosh asking her students to work according to Blooms Taxonomy?

a. Remembering b. Understanding

c. Analyzing

Mrs. Smith has asked her students to classify the items in a diagram as living or nonliving. At what level of Blooms Taxonomy is she having her students think? a. Understanding b. Applying

c. Evaluating

How has Blooms Taxonomy changed from its original version to the revised version?
a. New uses, terminology, and domain b. New terminology, structure, and emphasis c. New examples, categories, and classifications

Students in Mrs. McElveens class have been asked to read a research article and summarize it in their own words. At which level of Blooms Taxonomy is she asking them to think?

a. Understanding b. Remembering c. Applying

Mrs. Hodge has asked students to list every possible way to answer the math word problem on the board. Then she asks them to choose the best method for solving the problem and to defend their answers. At which level of Blooms Taxonomy is she asking them to think? a. Creating b. Analyzing c. Evaluating

Which two dimensions are used in the Taxonomy Table?

a. Knowledge and Cognitive Process b. Meta-cognitive Process and Understanding c. Knowledge and Classification

Mrs. Andrews assigned the following tasks as part of a reading lesson. Place them in order of their location on the revised Blooms Taxonomy from lowest to highest.
1. 2. 3. 4. Place the events of the story in chronological order. Write a new ending for the story. Choose one of the storys characters as a best friend and justify your choice. On what date did this story begin?

a. 1, 2, 3, 4 b. 4, 1, 3, 2

c. 4, 1, 2, 3 d. 1, 4, 3, 2

Which of the following statements describes how the revised Blooms Taxonomy differs from the original? a. It uses verbs instead of nouns. b. Creating has replaced Evaluation as the highest level. c. The taxonomy is two-dimensional. d. All of the above

Mr. Jones knows that the new Blooms Taxonomy Table can help him write better lesson objectives. He wants to write one that will require his students to apply the factual knowledge they have learned. According to the table, what verb might he use in an assignment that will accomplish this? a. Describe c. Assess b. Summarize d. Classify

The original Bloom group met for the purpose of helping

a. university professors who wanted to classify objectives, experiences, processes, and evaluation questions. b. classroom teachers who had been criticized by education experts for focusing on low-level student tasks. c. business trainers who wanted their employees to be more imaginative.

Yes! Good Job!

Continue Game

End game

Incorrect! Try Again!

Back to question 1

Incorrect! Try Again!

Back to question 2

Incorrect! Try Again!

Back to question 3

Incorrect! Try Again!

Back to question 4

Incorrect! Try Again!

Back to question 5

Incorrect! Try Again!

Back to question 6

Incorrect! Try Again!

Back to question 7

Incorrect! Try Again!

Back to question 8

Incorrect! Try Again!

Back to question 9

Incorrect! Try Again!

Back to question 10

Incorrect! Try Again!

Back to question 11

Incorrect! Try Again!

Back to question 12