Writing Objectives Using Bloom's Taxonomy
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.
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 ...?
3: APPLICATION Solving problems by apply, build, choose, How would you use ...?
LEVEL
LEVEL KEYWORDS QUESTIONS
ATTRIBUTES
From: UMUC
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:
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.
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.