guide on how to use Bloom’s Taxonomy for question writing in courses
Although Bloom’s Taxonomy is not the only model of learning which is used in tertiary education, it is probably the most commonly used. You could, however, use the Bigg’s model called Structure of the Observed Learning Outcome (SOLO) which also has student capability in a hierarchical structure from simple understandings to abstract thinking.
Knowledge – Levels 2-3
Recognizing and recalling information, including dates, events, persons, places; terms, definitions; facts, principles, theories; methods and procedures
- Who invented the…?
- What is meant by…?
- Where is the…?
Comprehension – Levels 2-3
Understanding the meaning of information, including restating (in own words); translating from one form to another; or interpreting, explaining, and summarizing.
- Restate in your own words…?
- Convert fractions into…?
- List three reasons for…?
Application – Levels 4-5
Applying general rules, methods, or principles to a new situation, including classifying something as a specific example of a general principle or using a formula to solve a problem.
- How is…an example of… ?
- How is…related to… ?
- Make/create/do something using learnt principles/skills
Analysis – Levels 5-6
Identifying the organization and patterns within a system by identifying its component parts and the relationships among the components.
- What are the parts of… ?
- Classify …according to…
- Research a topic and find common themes
Synthesis – Levels 6-7
Discovering/creating new connections, generalizations, patterns, or perspectives; combining ideas to form a new whole.
- What would you infer from… ?
- What ideas can you add to… ?
- How would you create a… ?
Evaluation Levels 6-7
Using evidence and reasoned argument to judge how well a proposal would accomplish a particular purpose; resolving controversies or differences of opinion.
- Do you agree…?
- How would you decide about… ?
- What priority would you give… ?
Blooming Goldilocks
Mary Forehand from the University of Georgia has used the story of Goldilocks to demonstrate how the Bloom’s Taxonomy verbs work. Here it is:
- Remember: Describe where Goldilocks lived
- Understand: Summarize what the Goldilocks story is about
- Apply: Construct a theory as to why Goldilocks went into the house
- Analyse: Differentiate between how Goldilocks reacted and how you would react in each story event
- Evaluate: Assess whether or not you think this really happened to Goldilocks
- Create: Compose a song, skit, poem or rap to convey the Goldilocks story in a new form
(Forehand, 2010)
