Bloom's taxonomy is a classification of learning objectives. A class will typically mix different kinds of learning objectives.
Knowledge - Comprehension - Application - Analysis - Synthesis - Evaluation
One use of the taxonomy is to ensure that appropriate verbs and assessments are used to express the goals of the course.
||Questions and Activities
- What happened after...?
- How many...?
- Who was it that...?
- Name the ....
- Describe what happened at...?
- Who spoke to...?
- What is...?
- Which is true or false...?
- Make a timeline of events that ....
- Write a list of ....
- List all of the ... in the story.
- Make a chart showing....
- Recite a poem.
- In your own words, write ....
- Write a brief outline....
- What do you think could of happened next...?
- Who do you think...?
- What was the main idea...?
- Who was the key character...?
- What is the difference between...?
- What differences exist between...?
- Provide an example of ....
- Cut out or draw pictures to show a particular event.
- Make a cartoon strip or flow chart showing the sequence of events.
- Write and perform a play based on the story.
- Retell the story in your words.
- Write a summary report of an event.
- Do you know another instance where...?
- Could this have happened in...?
- Can you group by characteristics such as...?
- What factors would you change if...?
- From the information given, develop a set of instructions about...?
- Construct a model to demonstrate how it will work.
- Make a diorama to illustrate an important event.
- Take a collection of photographs to demonstrate a particular point.
- Design a market strategy for your product using a known strategy as a model.
- Write a study guide for others about ....
- If ... happened, what might the ending have been?
- How was this similar to ...?
- What was the underlying theme of...?
- What do you see as other possible outcomes of ...?
- Why did ... occur?
- Explain what must have happened when...?
- What are some of the problems of...?
- What were some of the motives behind...?
- What was the turning point in the game?
- Design a questionnaire to gather information.
- Write a commercial to sell a new product.
- Conduct an investigation to produce information to support a view.
- Make a flow chart to show the critical stages.
- Construct a graph to illustrate selected information.
- Make a genealogical tree showing relationships.
- Write a biography of the study person.
- Arrange a party. Make all the arrangements and record the steps needed.
- Review a work of art in terms of form, color and texture.
- Design a ... to ...?
- What are possible solutions to...?
- If you had access to all resources how would you deal with...?
- What would happen if...?
- How many ways can you...?
- Create new and unusual uses for...?
- Write a new recipe for a tasty dish?
- Develop a proposal which would...
- Invent a machine to do a specific task.
- Design a building to house your study.
- Create a new product. Give it a name and plan a marketing campaign.
- Write about your feelings in relation to...
- Write a TV show, play, puppet show, role play, song or pantomime about...?
- Design a record, book, or magazine cover for...?
- Devise a way to....
- Compose a rhythm or put new words to a known melody.
- Is there a better solution to....
- Judge the value of....
- Defend your position about...?
- Do you think ... is a good or a bad thing?
- How would you have handled...?
- What changes to ... would you recommend?
- Do you believe that ... ?
- How would you feel if ...?
- How effective are...?
- What do you think about ...?
- Prepare a list of criteria to judge a .... Indicate priority and ratings.
- Conduct a debate about an issue of special interest.
- Make a booklet about the rules you see as important. Convince others.
- Form a panel to discuss views on the topic of ....
- Write a letter to ... advising on changes needed at....
- Prepare a case to present your view about....
Words and Phrases to Avoid
Learn ... , appreciate ... , understand ... ,
Note: these words are not useful for expressing student learning outcomes because they are usually not measurable. Instead of saying "Understand the periodic table" you can say something like "Describe the periodic table" (if you want to measure whether students have memorized it) or "Explain the structure of the periodic table" (if you want to measure whether students comprehend it).