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Bloom’s Taxonomy Key Words and Sample Questions Cognitive Domain: mental skills Knowledge: Recalling basic facts, information, or data Choose Define Describe Label List Match Omit Outline Quote Recognize Select Spell When Where Who • • • • • Who is the main character? Define the following vocabulary terms… Label the parts of a plant on the diagram. Match column A with column B. Recite the Preamble to the Constitution. Comprehension: Understand the meaning; extrapolate, interpret Classify Compare/Contrast Comprehend Convert Defend Demonstrate Estimate Explain Extend Generalize Give examples of… Illustrate Interpret Paraphrase Perform State Summarize Support • • • • • • How Name Recite What Why Condense Distinguish between/among Extrapolate Interpolate Rephrase Translate What facts or ideas show/prove…? What is the main idea of…? Explain _____ in your own words. Give an example of _____. Use a graph to illustrate the following information… Which statement supports _____? Application: Use knowledge or concept in a way that is new or unfamiliar to students Apply Build Construct Demonstrate Develop Discover Experiment with Interview Judge Manipulate Model Modify Organize Plan Predict Prepare Produce Show Solve Use • • • • • • Explain the effects of… What examples can you find to…? How would you apply what you’ve learned to…? Construct _____ given the following information… Model the proper procedure for _____. What would happen if…? Analysis: Break concepts or information into parts so its structure can be studied and understood Analyze Break down Classify Compare Conclusion Deconstruct Diagram Differentiate Distinguish Examine Function Illustrate Infer Inspect Outline Relate Select Simplify Survey Theme • • • • Troubleshoot why a piece of equipment is not working Gather information and select the appropriate course of action for… What is fact/opinion? What conclusions can you draw from _____? • • How is _______ related to ________? What is the function of _____? Synthesis: Builds a structure/pattern from varied elements to create a new structure/meaning. Combine Compile Compose Create Design Develop Devise Elaborate Formulate Generate Improve Modify/Adapt Plan Rearrange Reconstruct Relate Reorganize Revise Rewrite Write • • • • • Propose an alternative to… Formulate a plan for… Develop a user’s guide for… Revise ______ to improve _______. What can be done to minimize [maximize] _____? Evaluation: Judge the value of ideas or materials according to a set of criteria Appraise Assess Conclude Deduct Defend Determine Dispute Evaluate Find the errors Judge Justify Mark Opinion Rate Select • • • • • • • Do you agree with ____? Explain… What would improve the situation? What would you recommend? How could you determine? Explain and justify _______. How would you prioritize …? What is the value of _____? Critique Disprove Influence Measure Support Affective Domain: interpersonal relationships; emotion; attitudes, appreciation, values Receive: awareness as a result of listening and paying attention Asks Chooses Describes Gives Holds Identifies Names Points to Selects Builds Replies Uses • Listens to others with respect Respond: active participation Answers Assists Discusses Greets Practices Presents Selects Tells • • • • Follows Locates Sits Erects Aids Helps Reads Writes Complies Labels Recites Conforms Performs Reports Participates in class discussions Gives a presentation Questions new concepts or ideas Knows and practices safety procedures Value: worth attached to an object, phenomenon, or behavior – based on internalization of values and expressed by the learner’s behavior Completes Demonstrates Differentiates Explains Follows Forms Initiates Invites Joins Justifies Proposes Reads Reports Selects Shares Studies Works • • • Votes Sensitivity toward individual and cultural beliefs other than their own Proposes plans and follows through with them Organize: sort values by priority; contrast different values; a result Adheres Alters Arranges Completes Defends Explains Identifies Integrates Modifies Prepares Relates Synthesizes • • • and creating a unique value system as Combines Formulates Orders Understands the need for balance between freedom and responsible behavior Accepts responsibility for his own behavior Creates life plan Internalize: value system controls behavior in a consistent way Acts Discriminates Displays Influences Modifies Performs Practices Proposes Questions Revises Serves Solves • • • • • Compares Generalizes Organizes Demonstrates self-reliance Team worker Purposeful approach to problem solving Revises opinions and changes behavior in light of new evidence Values people because of their talents, not their looks Listens Qualifies Verifies Psychomotor Domain: fine and gross motor skills Perception: sensory cues guide motor functions Chooses Describes Detects Identifies isolates Relates • • Explains Volunteers Moves Proceeds Reacts Reproduces Recognizes own abilities and limitations Demonstrates motivation to learn new things Guided Response: imitation, trial and error Copies Traces Follows Responds • • Distinguishes Detects non-verbal cues Makes comparisons and then adjusts accordingly Set: readiness to act (mindset) Begins Displays Reacts Shows • • Differentiates Selects Solves equations as demonstrated Follows instructions when building a model Mechanism: responses become routine and movements are performed with some skill Assembles Calibrates Constructs Dismantles Displays Fastens Fixes Grinds Heats Manipulates Measures Mends Mixes Organizes Sketches • • • • Use computer software or peripherals Repair something Drive a car Use hand signals on a bicycle Complex Overt Response: skillful performance involving highly coordinated, complex movements Assembles Builds Calibrates Constructs Dismantles Displays Fastens Fixes Grinds Heats Manipulates Measures Mends Mixes Organizes Sketches • • • The performance of the above indicators is quicker, better, and more accurate than the Mechanism stage Parallel parking a car quickly and easily Using a variety of software and peripherals with ease Adaptation: well-developed skills allow for modification of movement to correspond to unique requirements Adapts Alters Changes Rearranges Revises Varies • • Responds to unexpected circumstances Performs a task with materials originally meant for other purposes Sources: Bloom's Taxonomy: Model Questions and Key Words. 08 August 2000. 31 Oct. 2005 <http://www.cbv.ns.ca/sstudies/links/learn/1414.html>. Clark, Donald. "Learning Domains or Bloom's Taxonomy." Performance, Learning, Leadership, and Knowledge. 05 July 2001. 31 Oct. 2005 <http://www.nwlink.com/~donclark/hrd/bloom.html>. Fowler, Barbara. Bloom's Taxonomy and Critical Thinking. 02 March 2004. Critical Thinking Across the Curriculum Project. 31 Oct. 2005 <http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm>. Lamb, Annette. "Critical and Creative Thinking - Bloom's Taxonomy." Eduscapes. 24 January 2004. 31 Oct. 2005 <http://eduscapes.com/tap/topic69.htm>.
