THE ASSIGNMENT– After researching William Shakespeare’s life write at least one question for each of the six categories of Bloom’s Taxonomy. Label, in parenthesis, what type of question each is according to Bloom’s Taxonomy. Include your response to each question. These questions are not designed to make the research more cumbersome, rather your notes should, if they are composed purposefully, enhance your ability to analyze the subsequent reading
BLOOM’S TAXONOMY
| Category: Example and Key Words (verbs): |
Knowledge: Recall data or information. Examples: Recite a policy. Quote prices from
memory to a customer. Knows the safety
rules.
Key Words: defines, describes, identifies,
knows, labels, lists, matches, names,
outlines, recalls, recognizes, reproduces,
selects, states.
Comprehension: Understand the Examples: Rewrites the principles of test
meaning, translation, interpolation, writing. Explain in one’s own words the
and interpretation of instructions and steps for performing a complex task.
problems. State a problem in one’s own Translates an equation into a computer
words. spreadsheet.
Key Words: comprehends, converts,
defends, distinguishes, estimates, explains,
extends, generalizes, gives an example,
infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.
Application: Use a concept in a new Examples: Use a manual to calculate an
situation or unprompted use of an employee’s vacation time. Apply laws of
abstraction. Applies what was learned statistics to evaluate the reliability of a
in the classroom into novel situations in written test.
the work place.
Key Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,
uses.
Analysis: Separates material or concepts Examples: Troubleshoot a piece of
into component parts so that its equipment by using logical deduction.
organizational structure may be Recognize logical fallacies in reasoning.
understood. Distinguishes between facts Gathers information from a department
and inferences. and selects the required tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates,
selects, separates.
Synthesis: Builds a structure or pattern Examples: Write a company operations or
from diverse elements. Put parts together process manual. Design a machine to
to form a whole, with emphasis on perform a specific task. Integrates training
creating a new meaning or structure. from several sources to solve a problem.
Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles,
composes, creates, devises, designs, explains,
generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.
Evaluation: Make judgments about the Examples: Select the most effective solution.
value of ideas or materials. Hire the most qualified candidate.
Explain and justify a new budget.
Key Words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports.
| Bloom’s Taxonomy Question Stems May help you to compose questions. Study the following stems in order to help you think of appropriate questions for your assignment. |
Knowledge
• What happened after . . .?
• How many . . .?
• Who was it that . . .?
• Can you name the . . .?
• Described what happened at . . .?
• Who spoke to . . .?
• Can you tell why . . .?
• Find the meaning of . . .?
• What is . . .?
• Which is true or false . . .?
Comprehension
• Can you write in your own words . . .?
• Can you write a brief outline . . .?
• What do you think might happen next . . .?
• Who do you think . . .?
• What was the main idea . . .?
• Who was the key character . . .?
• Can you distinguish between . . .?
• What differences exist between . . .?
• Can you provide an example of what you mean . . .?
• Can you provide a definition for . . .?
Application
• Do you know another instance where . . .?
• Could this have happened in . . .?
• Can you group by characteristics such as . . .?
• What factors would you change if . . .?
• Can you apply the method used to some experience of your own . . .?
• What questions would you ask of . . .?
• From the information given, can you develop a set of instructions about . . .?
• Would this information be useful if you had a . . .?
Analysis
• Which events could have happened . . .?
• 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?
• Why did . . . changes occur?
• Can you compare your . . . with that presented in . . .?
• Can you explain what must have happened when . . .?
• How is . . . similar to . . .?
• What are some of the problems of . . .?
• Can you distinguish between . . .?
• What were some of the motives behind . . .?
• What was the turning point in the game . . .?
• What was the problem with . . .?
Synthesis
• Can you design a . . . to . . .?
• Why not compose a song about . . .?
• Can you see a possible solution to . . .?
• If you had access to all resources how would you deal with . . .?
• Why don’t you devise your own way to deal with . . .?
• What would happen if . . .?
• How many ways can you . . .?
• Can you create new and unusual uses for . . .?
• Can you write a new recipe for a tasty dish?
• Can you develop a proposal which would . . .?
Evaluation
• Is there a better solution to . . .?
• Judge the value of . . .?
• Can you 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?
• Are you a . . . person?
• How would you feel if . . .?
• How effective are . . .?
• What do you think about . . .?
