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.

From: KC Metro [old link, no longer functioning?]

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 KEYWORDS QUESTIONS
ATTRIBUTES

Exhibits previously who, what, why, when, What is ...? How is ...?
learned material by omit, where, which, Where is ...? When did
recalling facts, choose, find, how, define, _______ happen? How did
terms, basic concepts label, show, spell, list, ______ happen? How
and answers. match, name, relate, tell, would you explain ...?
recall, select Why did ...? How would
1: KNOWLEDGE you describe ...? When did
...? Can you recall ...? How
would you show ...? Can
you select ...? Who were
the main ...? Can you list
three ...? Which one ...?
Who was ...?

Demonstrating compare, contrast, How would you classify

understanding of demonstrate, interpret, the type of ...? How would
facts and ideas by explain, extend, illustrate, you compare ...? contrast
organizing, infer, outline, relate, ...? Will you state or
comparing, rephrase, translate, interpret in your own
translating, summarize, show, classify words ...? How would you
interpreting, giving rephrase the meaning ...?
descriptions and What facts or ideas show
2: COMPREHENSION stating main ideas. ...? What is the main idea
of ...? Which statements
support ...? Can you
explain what is happening .
. . what is meant . . .? What
can you say about ...?
Which is the best answer
...? How would you
summarize ...?

3: APPLICATION Solving problems by apply, build, choose, How would you use ...?
 LEVEL
LEVEL KEYWORDS QUESTIONS
ATTRIBUTES

applying acquired construct, develop, What examples can you

knowledge, facts, interview, make use of, find to ...? How would you
techniques and rules organize, experiment solve _______ using what
in a different way. with, plan, select, solve, you have learned ...? How
utilize, model, identify would you organize
_______ to show ...? How
would you show your
understanding of ...? What
approach would you use to
...? How 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 ...?

Examining and analyze, categorize, What are the parts or

breaking information classify, compare, features of ...? How is
into parts by contrast, discover, dissect, _______ related to ...?
identifying motives divide, examine, inspect, Why do you think ...?
or causes; making simplify, survey, take part What is the theme ...?
inferences and in, test for, distinguish, What motive is there ...?
finding evidence to list, distinction, theme, Can you list the parts ...?
support relationships, function, What inference can you
generalizations. motive, inference, make ...? What conclusions
assumption, conclusion can you draw ...? How
4: ANALYSIS
would you classify ...?
How would you categorize
...? Can you identify the
difference parts ...? What
evidence can you find ...?
What is the relationship
between ...? Can you make
a distinction between ...?
What is the function of ...?
What ideas justify ...?
 LEVEL
LEVEL KEYWORDS QUESTIONS
ATTRIBUTES

Compiling build, choose, combine, What changes would you

information together compile, compose, make to solve ...? How
in a different way by construct, create, design, would you improve ...?
combining elements develop, estimate, What would happen if ...?
in a new pattern or formulate, imagine, Can you elaborate on the
proposing alternative invent, make up, reason ...? Can you
solutions. originate, plan, predict, propose an alternative ...?
propose, solve, solution, Can you invent ...? How
suppose, discuss, modify, would you adapt ________
change, original, improve, to create a different ...?
adapt, minimize, How could you change
maximize, delete, (modify) the plot (plan) ...?
theorize, elaborate, test, What could be done to
improve, happen, change minimize (maximize) ...?
What way would you
5: SYNTHESIS
design ...? What could be
combined to improve
(change) ...? Suppose you
could _______ what would
you do ...? How would you
test ...? Can you formulate
a theory for ...? Can you
predict the outcome if ...?
How would you estimate
the results for ...? What
facts can you compile ...?
Can you construct a model
that would change ...? Can
you think of an original
way for the ...?

Presenting and award, choose, conclude, Do you agree with the

defending opinions criticize, decide, defend, actions ...? with the
by making determine, dispute, outcomes ...? What is your
judgments about evaluate, judge, justify, opinion of ...? How would
information, validity measure, compare, mark, you prove ...? disprove ...?
6: EVALUATION of ideas or quality of rate, recommend, rule on, Can you assess the value or
work based on a set select, agree, interpret, importance of ...? Would it
of criteria. explain, appraise, be better if ...? Why did
prioritize, opinion, they (the character) choose
,support, importance, ...? What would you
criteria, prove, disprove, recommend ...? How
 LEVEL
LEVEL KEYWORDS QUESTIONS
ATTRIBUTES

assess, influence, would you rate the ...?

perceive, value, estimate, What would you cite to
influence, deduct defend the actions ...? How
would 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 ...?

From: UMUC

Blooms Ranking of Thinking Skills

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

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

LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT

Rote list, recite, define, By the end of Have students Use the following
memorization, name, match, this course, the group up and question on an
recognition, or quote, recall, student will be perform simple exam or homework.
recall of facts. identify, label, able to recite experiments to Recite Newtons
1: KNOWLEDGE recognize Newtons three the class showing three laws of
laws of motion. how one of the motion.
laws of motion
works.

Understanding describe, explain, By the end of Group students Assign the students
what the facts paraphrase, this course, the into pairs and to write a simple
mean. restate, give student will be have each pair essay that explains
original examples able to explain think of words what Newtons laws
of, summarize, Newtons three that describe of motion mean in
interpret, discuss laws of motion in motion. After a his/her own words.
2:
his/her own few minutes, ask
COMPREHENSION words. pairs to volunteer
some of their
descriptions and
write these
descriptions on
the board.

Correct use of the calculate, predict, By the end of After presenting On a test, define a
facts, rules, or apply, solve, this course, the the kinetic energy projectile and ask
ideas. illustrate, use, student will be equation in class, the students to
demonstrate, able to calculate have the students Calculate the
determine, model the kinetic energy pair off for just a kinetic energy of the
3: APPLICATION of a projectile. few minutes and projectile.
practice using it
so that they feel
comfortable with
it before being
assessed.

Breaking down classify, outline, By the end of Present the Give the students an
information into break down, this course, the students with assignment that
component parts. categorize, student will be different asks them outline
analyze, diagram, able to situations the basic principles
illustrate differentiate involving energy of kinetic and
between potential and ask the potential energy.
and kinetic students to Ask them to point
4: ANALYSIS energy. categorize the out the differences
energy as either between the two as
kinetic or well as how they are
potential then related.
have them
explain in detail
why they
categorized it the
 LEVEL EXAMPLE EXAMPLE EXAMPLE
LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT
way they did,
thus breaking
down what
exactly makes up
kinetic and
potential energy.

Combining parts design, formulate, By the end of this Tie each lecture Give the students a
to make a new build, invent, section of the or discussion to project in which they
whole. create, compose, course, the the previous must design an
generate, derive, student will be lectures or original homework
modify, develop able to design an discussions problem dealing with
original before it, thus the principle of
homework helping the conservation of
5: SYNTHESIS problem dealing students energy.
with the principle assemble all the
of conservation of discreet
energy. classroom
sessions into a
unified topic or
theory.

Judging the value choose, support, By the end of the Have different On a test, describe a
or worth of relate, determine, course, the groups of dynamic system and
information or defend, judge, student will be students solve ask the students
ideas. grade, compare, able to determine the same which method they
contrast, argue, whether using problem using would use to solve
justify, support, conservation of different the problem and
convince, select, energy or methods, then why.
6: EVALUATION evaluate conservation of have each group
momentum would present the pros
be more and cons of the
appropriate method they
forsolving a chose.
dynamics
problem.