BLOOM’S TAXONOMY AND THE DIFFERENT

LEVELS OF QUESTIONS
 
 
THE TAXONOMY OF BLOOM
As teachers and as people part of the world, we ask questions to our learners
and people everyday. Not all questions are on the same level. Some questions
are easy to answer where other questions may require a great deal of thinking.

KNOWLEDGE

USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS

       What happened after...?

       Tell
       How many...?
       List        Make a list of the main events..
       Who was it that...?
       Describe        Make a timeline of events.
       Can you name the...?
       Relate        Make a facts chart.
       Describe what happened at...?
       Locate        Write a list of any pieces of information you
       Who spoke to...?
       Write can remember.
       Can you tell why...?
       Find        List all the .... in the story/article/reading piece.
       Find the meaning of...?
       State        Make a chart showing...
       What is...?
       Name
       Which is true or false...?

COMPREHENSION

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS

       Explain        Can you write in your own words...?        Cut out or draw pictures to show a particular

       Interpret        Can you write a brief outline...? event.

       Outline        What do you think could of happened        Illustrate what you think the main idea was.

       Discuss next...?        Make a cartoon strip showing the sequence

       Distinguish        Who do you think...? of events.

       Predict        What was the main idea...?        Write and perform a play based on the story.

       Restate        Who was the key character...?        Retell the story in your words.

       Translate        Can you distinguish between...? Paint a picture of some aspect you like.
       Compare        What differences exist between...?        Write a summary report of an event.

       Describe        Can you provide an example of what        Prepare a flow chart to illustrate the

you mean...? sequence of events.

       Can you provide a definition for...?        Make a colouring book.

 
 APPLICATION

USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS

       Solve        Do you know another instance        Construct a model to demonstrate how it will

       Show where...? work.

       Use        Could this have happened in...?        Make a scrapbook about the areas of study.

       Illustrate        Can you group by characteristics such        Take a collection of photographs to demonstrate

       Construct as...? a particular point.

       Complete What factors would you change if...?        Make up a puzzle game suing the ideas from the

       Examine        Can you apply the method used to study area.

       Classify some experience of your own...?        Make a clay model of an item in the material.

       What questions would you ask of...?        Design a market strategy for your product using a

       From the information given, can you known strategy as a model.

develop a set of instructions about...?        Paint a mural using the same materials.

       Would this information be useful if you        Write a textbook about... for others.

had a ...?

  
 

ANALYSIS

USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS

       Analyse        Which events could have happened...?        Design a questionnaire to gather information.

       Distinguish        I ... happened, what might the ending        Write a commercial to sell a new product.

       Examine have been?        Conduct an investigation to produce information

       Compare        How was this similar to...? to support a view.

       Contrast        What was the underlying theme of...?        Make a flow chart to show the critical stages.

       Investigate        What do you see as other possible        Construct a graph to illustrate selected

       Categorise outcomes? information.

       Identify        Why did ... changes occur?        Make a family tree showing relationships.

       Explain        Can you compare your ... with that        Put on a play about the study area.

       Separate presented in...?        Write a biography of the study person.

       Advertise        Can you explain what must have        Prepare a report about the area of study.

happened when...?        Arrange a party. Make all the arrangements and

       How is ... similar to ...? record the steps needed.

       What are some of the problems of...?        Review a work of art in terms of form, colour and

       Can you distinguish between...? texture.

       What were some of the motives        Review a film

behind...?
       What was the turning point in the

game?
       What was the problem with...?

 
  

SYNTHESIS
 USEFUL VERBS SAMPLE QUESTIONS

       Create        Can you design a ... to ...?

       Invent        Why not compose a song about...?

       Compose        Can you see a possible solution to...?

       Predict        If you had access to all resources how would you

       Plan deal with...?

       Construct        Why don't you devise your own way

       Design        to deal with...?

       Imagine        What would happen if...?

       Propose        How many ways can you...?

       Devise        Can you create new and unusual uses for...?

       Formulate        Can you write a new recipe for a tasty dish?

         Can you develop a proposal which would...

 
 

EVALUATION

USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS

       Judge        Is there a better solution to...        Prepare a list of criteria to judge a ... show. Indicate

       Select        Judge the value of... priority and ratings.

       Choose        Can you defend your position        Conduct a debate about an issue of special interest.

       Decide about...?        Make a booklet about 5 rules you see as important.

       Justify        Do you think ... is a good or a bad Convince others.

       Debate thing?        Form a panel to discuss views, e.g. "Learning at

       Verify        How would you have handled...? School.".

       Argue        What changes to ... would you        Write a letter to ... advising on changes needed at...

       Recommend recommend?        Write a report.

       Assess        Do you believe?        Prepare a case to present your view about...

       Discuss        Are you a ... person?

       Rate        How would you feel if...?

       Prioritise        How effective are...?

       Determine        What do you think about...?

 Educational Taxonomies with examples, example
questions and example activities
Cognitive Domain:

Bloom

1. KNOWLEDGE: Knowledge is defined as the remembering of previously learned material. This may
involve the recall of a wide range of materials, from specific facts to complete theories, but all that is
required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of
learning outcomes in the cognitive domain.

Description (to know   to recall):

 Remembering previously learned material

 Lowest level of learning
 Listing learned information
 Remembering terms, methods, facts, concepts, specific items of information

Sample Activities:

 Label the parts of a plant.

 Group together all the four syllable words.
 List the freedoms included in the Bill of Rights.
 Identify the food group to which each of these foods belongs.
 Write definitions to the following words.
 Locate examples of capitalization in the following story.
 Remember an idea or fact in somewhat the same form in which it was
learned
 Question and answer sessions
 Workbooks/worksheets
 Programmed instruction
 Remember things read, heard, saw
 Games
 Information searches
 Reading assignments
 Drill and practice
 Finding definitions
 Memory games
 Quizzes
 Questions have right and wrong answers

Question/Statement Verbs:

*** Words alone may not ensure the desired level.

Choose, copy, define, describe, find, group, identify, indicate, label, list, locate, match, name, pick, point
to, quote, recall, recite, select, sort, state, tell, underline, write, what, when, who

2. COMPREHENSION: Comprehension is defined as the ability to grasp the meaning of material. This
may be shown by translating material from one form to another (words or numbers), by interpreting
material (explaining or summarizing), and by estimating future trends (predicting consequences or
effects). These learning outcomes go one step beyond the simple remembering of material, and represent
the lowest level of understanding.

Description (explaining and understanding):

 Ability to grasp the meaning of material

 Communicating an idea
 Explaining ideas
 Summarizing material
  Understanding facts and principles

Sample Activities:

 Give reasons for the energy crisis.

 Explain why we have bus safety rules.
 Outline the steps necessary for an idea to become a law.
 Restate the reasons for weather changes.
 Summarize the story.
 What were the underlying factors that contributed to the Revolutionary War?
 Communicate an idea
 Giving examples of
 Paraphrasing
 Peer teaching
 Show and tell
 Give reasons for

Question/Statement Verbs:

Compare, comprehend, conclude, contrast, demonstrate, explain, expound, illustrate, outline, predict,
rephrase

3. APPLICATION: Application refers to the ability to use learned material in new and concrete situations.
This may include the application of such things as rules, methods, concepts, principles, laws, and theories.
Learning outcomes in this area require a higher level of understanding than those under comprehension.

Description (using ideas):

 Applying concepts and principles to new situations

 Applying laws and theories to practical situations
 Solving of mathematical problems
 Constructing charts and graphs
 Demonstrating correct usage of a method or procedure
 Applying rules, methods, concepts, principles, laws, theories
 Requires higher level of understanding than comprehension

Sample Activities:

 Put this information in graph form.

 Organize the forms of pollution from most damaging to least damaging.
 Sketch a picture that relates your feelings of recess.
 Using knowledge from various areas to find solutions to problems
 Applying ideas to new or unusual situations
 Simulation Activities
 Role playing/role reversal
 Model building
 Interviewing
 Group presentation
 Conducting experiments
 Practical applications of learned knowledge
 Suggest actual uses of ideas

Question/Statement Verbs:

Apply, construct, classify, develop, organize, solve, test, use, utilize, wield

4. ANALYSIS: Analysis refers to the ability to break down material into its component parts so that its
organizational structure may be understood. This may include the identification of the parts, analysis of
the relationships between parts, and the recognition of the organizational principles involved. Learning
outcomes here represent a higher intellectual level than comprehension and application because they
require an understanding of both the content and the structural form of the material.
Description (breaking down):

 Breaking material down into component parts

 Understanding the organizational structure
 Analysis of relationships between parts
 Recognition of organizational principles involved
 Understanding both the content and structural form
 Analyzing the elements

Sample Activities:

 Simplify the ballet to its basic moves and.

 Inspect a house for poor workmanship and ...
 Observe a painting to uncover as many principles of art as possible and ...
 Read a nonfiction book. Divide the book into its parts. Tell why the parts
were placed in the order they were.
 Look into the forces that might cause pressure for our legislators and ...
 Inspect two presidential speeches. Compare and contrast them in writing.
 Uncovering unique characteristics
 Distinguishing between facts and inferences
 Evaluating the relevancy of data
 Recognizing logical fallacies in reasoning
 Recognizing unstated assumptions
 Analyzing the organizational structure of a work (of art, music, or writing)
 Comparing and contrasting
 Problem identification
 Attribute listing
 Morphological analysis

Question/Statement Verbs:

analyze, assume, breakdown, classify, compare, contrast, discriminate, dissect, distinguish, divide,
deduce, diagram, examine, inspect, infer, reason, recognize, separate, simplify, section, scrutinize,
survey, search, study, screen, sift, subdivide, take apart

5. SYNTHESIS: Synthesis refers to the ability to put parts together to form a new whole. This may
involve the production of a unique communication (theme or speech), a plan of operations (research
proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this
area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.

Description (forming new whole):

 Putting parts together in a new whole

 Formulating new patterns or structures
 Abstract relationships
 Communicating an idea in a unique way
 Proposing a new set of operations
 Creating new or original things
 Take things and pattern them in a new way

Sample Activities:

 Create a new song for the melody of “Mary Had a Little Lamb.”
 Combine elements of drama, music, and dance into a stage presentation.
 Develop a plan for your school to save money.
 Create a model of a new game that combines thinking, memory, and chance
equally.
 Reorganize a chapter/unit from your textbook the way you think it should
be.
 Find an unusual way to communicate the story of a book you have read.
 Formulate positive changes that would improve learning in your classroom.
  Develop an original plan
 Writing a well organized theme
 Writing a creative story, poem, or song
 Proposing a plan for an experiment
 Integrating the learning from different areas into a plan for solving a
problem
 Formulating a new scheme for classifying objects
 Finding new combinations
 Showing how an idea or product might be changed

Question/Statement Verbs:

build, create, combine, compile, compose, construct, develop, design, derive, form, formulate, generate,
how, make, make up, modify, produce, plan, propose, reorder, reorganize, rearrange, reconstruct, revise,
suggest, synthesize, what, write

6. EVALUATION: Evaluation is concerned with the ability to judge the value of material (statement,
novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria.
These may be internal criteria (organization) or external criteria (relevance to the purpose) and the
student may determine the criteria or be given them. Learning outcomes in this area are highest in the
cognitive hierarchy because they contain elements of all of the other categories, plus value judgments
based on clearly defined criteria.

Description (judging):

 Ability to judge the value of material

 Use of definite criteria for judgments
 Value judgments based on clearly defined criteria
 Use of cognitive and affective thinking together

Sample Activities:

 Decide which person would best fill a position.

 Rank the principles of “good sportsmanship” in order of importance to you.
 Decide which proposed plan is the best.
 Read two different accounts of an incident. Decide which story is most logical
in its portrayal.
 Judge the posters or murals your class has just constructed.
 Justify the actions of your favorite historical figure.
 Determine the necessary criteria for a good resource.
 Summarize the involvements you have had with your class this year.
 Making judgments about data or ideas based on either internal or external
conditions or criteria
 Rating ideas
 Accepting or rejecting ideas based on standards
 Judging the logical consistency of written material
 Judging the adequacy with which conclusions are supported with data
 Judging the value of a work (of art, music, writing) by using internal criteria
or external standards of excellence
 Generating criteria for evaluation
 Making evaluations for peer projects and presentations
 Evaluating one’s own products and ideas

Question/Statement Verbs:

appraise, accept/reject, assess, check, choose, conclude, criticize, decide, defend, determine,
discriminate, evaluate, interpret, justify, judge, prioritize, rate, rank, reject/accept, referee, select, settle,
support, umpire, weigh, which,

Affective Domain

Bloom And Krathwohl

1. RECEIVING: refers to the student’s willingness to attend to particular phenomena or stimuli
(classroom activities, textbook, music, etc.). From a teaching standpoint, it is concerned with getting,
holding, and directing the student’s attention. Learning outcomes in this area range from the simple
awareness that a thing exists to selective attention on the part of the learner. Receiving represents the
lowest level of learning outcomes in the affective domain.

Descriptive Activities:

 Listens attentively                        
 Shows awareness of the importance of learning                           
 Shows sensitivity to social problems                               
 Accepts differences of race and culture
 Attends closely to the classroom activities

Question/Statement Verbs:

Asks, chooses, describes, follows,  gives, holds, identifies, locates, names, points to, selects, sits erect,
replies,

2. RESPONDING: refers to active participation on the part of the student. At this level he not only
attends to a particular phenomenon but also reacts to it in some way. Learning outcomes in this area may
emphasize acquiescence in responding (reads beyond assignments) or satisfaction in responding (reads
for pleasure or enjoyment). The higher levels of this category include those instructional objectives that
are commonly classified under interest; that is, those that stress the seeking out and enjoyment of
particular activities.

Descriptive Activities:

 Completes assigned homework                 

 Obeys school rules                           
 Participates in class discussion            
 Completes laboratory work                  
 Volunteers for special tasks                
 Shows interest in the subject              
 Enjoys helping others                      

Question/Statement Verbs:

Answers, assists, complies, conforms, discusses, greets,  helps, labels, performs, practices, presents,
reads, recites, tells,  reports, selects, writes

3. VALUING: is concerned with the worth or value a student attaches to a particular object, phenomenon,
or behavior. This ranges in degree from the simpler acceptance of a value (desires to improve group skills)
to the more complex level of commitment (assumes responsibility for the effective functioning of the
group). Valuing is based on the internalization of a set of specified values, but clues to these values are
expressed in the student’s overt behavior that is consistent and stable enough to make the value clearly
identifiable. Instructional objectives that are commonly classified under attitudes and appreciation would
fall into this category.

Descriptive Activities:

 Demonstrates belief in the democratic process                      

 Appreciates good literature                 
 Appreciates the role of science  in everyday life                         
 Shows concern for the welfare of others                                  
 Demonstrates problem solving attitude       
 Demonstrates commitment to social improvement

Question/Statement Verbs:

Completes, describes, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes,
reads, reports, selects, shares, studies, works

4. ORGANIZATION: is concerned with bringing together values, resolving conflicts between them, and
beginning the building of an internally consistent value system. Thus the emphasis is on comparing,
relating, and synthesizing values. Learning outcomes may be concerned with the conceptualization of a
value (recognizes the responsibility of each individual for improving human relations) or with the
organization of a value system (develops a vocational plan that satisfies his need for both economic
security and social service). Instructional objectives relating to the development of a philosophy of life
would fall into this category.

Descriptive Activities:

 Recognizes the need for balance  between freedom and responsibility in a

democracy               
 Recognizes the role of systematic planning in problem solving           
 Accepts responsibility for own  behavior                             
 Understands and accepts own strengths and weaknesses
 Formulates a life plan in harmony  with his abilities, interests,  and beliefs

Question/Statement Verbs:

Adheres, alters, arranges, combines, compares, completes, defends, explains, generalizes, identifies,
integrates, modifies, orders,  organizes, prepares, relates, synthesizes

5. CHARACTERIZATION BY A VALUE OR VALUE COMPLEX: at this level of the affective domain, the
individual has a value system that has controlled his behavior for a sufficiently long time for him to
develop a characteristic life style. Thus the behavior is pervasive, consistent, and predictable. Learning
outcomes at this level cover a broad range of activities, but the major emphasis is on the fact that the
behavior is typical or characteristic of the student. Instructional objectives that are concerned with the
student’s general patterns of adjustment (personal, social, emotional) would be appropriate here.

Descriptive Activities:

 Displays safety consciousness             

 Demonstrates self reliance in working independently                
 Practices cooperation in-group  activities                           
 Uses objective approach in problem solving                               
 Demonstrates industry and self  discipline
 Maintains good health habits

Question/Statement Verbs:

Acts, discriminates,  displays, influences, listens, modifies, per forms, practices, pro poses, qualifies,
questions, revises, serves, solves, uses, verifies

Psychomotor Domain:

Bloom And Harrow

1. PERCEPTION: the first level is concerned with the use of the sense organs to obtain cues that guide
motor activity. This category ranges from sensory stimulation (awareness of a stimulus), through cue
selection (selection task relevant cues) to translation (relating cue perception to action in performance).

Descriptive Activities:

 Recognizes malfunction by sound of machine                            

 Relates taste of food to need for seasoning                        
 Relates music to a particular dance movement

Question/Statement Verbs:

Chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects, separates

2. SET: refers to readiness to take a particular type of action. This category includes mental set (mental
readiness to act), physical set (physical readiness to act), and emotional set (willingness to act).
Perception of cues serves as an important prerequisite for this level.

Descriptive Activities:
  Knows mechanical sequence of steps in varnishing wood                       
 Demonstrates proper bodily stance for batting a ball                    
 Show desire to type efficiently by placement of hands and body

Question/Statement Verbs:

Begins, displays, explains, moves, proceeds, reacts, responds, shows, starts, volunteers

3. GUIDED RESPONSE: is concerned with the early stages in learning a complex skill. It includes
imitation (repeating an act demonstrated by the instructor) and trial and error (using a multiple response
approach to identify an appropriate response). Adequacy of performance is judged by an instructor or by a
suitable set of criteria.

Descriptive Activities:

 Performs a golf swing as demonstrated                           

 Applies first aid bandage as demonstrated                           
 Determines best physical manipulation of objects in a sequence for preparing
a meal                       

Question/Statement Verbs:

Assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes,  grinds, heats,
manipulates, measures, mends, organizes,  sketches

4. MECHANISM: is concerned with performance acts where the learned responses have become habitual
and the movements can be performed with some confidence and proficiency. Learning outcomes at this
level are concerned with performance skills of various types, but the movement patterns are less complex
than at the next higher level.

Descriptive Activities:

 Writes smoothly and legibly                

 Sets up laboratory equipment               
 Operates a slide projector
 Demonstrates a simple dance step

Question/Statement Verbs:

(Same list as for guided  response)

5. COMPLEX OVERT RESPONSE: is concerned with the skillful performance of motor acts that involve
complex movement patterns. Proficiency is indicated by a quick, smooth, accurate performance, requiring
a minimum of energy. The category includes resolution of uncertainty (performs without hesitation) and
automatic performance (movements are made with ease and good muscle control). Learning outcomes at
this level include highly coordinated motor activities.

Descriptive Activities:

 Operates a power saw skillfully            

 Demonstrates correct form in swimming      
 Demonstrates skill in driving an automobile
 Performs skillfully on the violin
 Repairs electronic equipment quickly and accurately

Question/Statement Verbs:

(Same list as for guided response)

6. ADAPTATION: is concerned with skills that are so well developed that the individual can modify
movement patterns to fit special requirements or to meet a problem situation.

Descriptive Activities:
  Adjusts tennis play to counteract opponent’s style
 Modifies swimming strokes to fit the roughness of the water

Question/Statement Verbs:

Adapts, alters, changes,  rearranges, reorganizes, revises, varies

7. ORIGINATION: refers to the creating of a new movement pattern to fit a particular situation or
specific problem. Learning outcomes at this level emphasize creativity based upon highly developed skills.

Descriptive Activities:

 Creates a dance step                      

 Creates a musical composition             
 Designs a new dress style            

The Knowledge level forms the base of the Bloom's Taxonomy pyramid. Because it is of the
lowest complexity, many of the verbs are themselves question stems as can be seen with the
list below.

 What do you remember about _____?

 How would you define_____?
 How would you identify _____?
 How would you recognize _____?

Teachers can use these level of questions to ensure that specific information was learned by
the student from the lesson.

 DefineExample: Define mercantilism.

 Who
Example: Who was the author of Billy Budd.
 WhatExample: What is the capital of England?
 NameExample: Name the inventor of the telephone.
 List
Example: List the thirteen colonies.
 LabelExample: Label the capitals on this map of the United States.
 LocateExample: Locate the glossary in your textbook.
 MatchExample: Match the following inventors with their inventions.
 Select
Example: Select the correct author of War and Peace from the following list.
 UnderlineExample: Underline the noun.

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Comprehension Verbs and Question Stems

At the Comprehension level, we want students to show that they can go beyond basic recall by
understanding what those facts mean.

 How would you generalize_____?

 How would you express _____?
  What can you infer from _____?
 What did you observe_____?

These verbs should allow teachers to see if students understand the main idea in order to
Interpret or summarize the ideas in their own words.
Example question:

 Explain
Example: Explain the law of inertia using an example from an amusement park.
 InterpretExample: Interpret the information found in this pie chart.
 Outline
Example: Outline the main arguments for and against year-round education.
 DiscussExample: Discuss what it means to use context to determine the meaning of a
word.
 TranslateExample: Translate this passage into English.
 RestateExample: Restate the steps for a bill to become a law in your own words.
 Describe
Example: Describe what is happening in this Civil War picture.
 IdentifyExample: Identify the correct method for disposing of recyclable trash.
 Which
Example: Which statements support implementing school uniforms.
 Summarize
Example: Summarize the first chapter of To Kill a Mockingbird.

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Application Verbs and Question Stems

At the Application level, students must show that they can apply the information that they
have learned.

 How would you demonstrate ____?

 How would you present  ____?
 How would you change  ____?
 How would you modify ____?

Ways that they can do this include solving problems and creating projects.

 SolveExample: Using the information you have learned about mixed numbers, solve
the following questions.
 UseExample: Use Newton's Laws of Motion to explain how a model rocket works.
 PredictExample: Predict whether items float better in fresh water or salt water.
 ConstructExample: Using the information you have learned about aerodynamics,
construct a paper airplane that minimizes drag.
 PerformExample: Create and perform a skit which dramatizes an event from the Civil
Rights era.
 DemonstrateExample: Demonstrate how changing the location of the fulcrum affects
a tabletop lever.
 ClassifyExample: Classify each observed mineral based on the criteria learned in class.
 ApplyExample: Apply the rule of 70 to determine how quickly $1000 would double if
earning 5% interest.
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Analysis Verbs and Question Stems

The fourth level of Bloom's Taxonomy is Analysis. Here students find patterns in what they
learn.

 How can you sort the parts _____?

 What can you infer_____?
 What ideas validate _____?
 How would you explain _____?

Students move beyond simply understanding and applying knowledge. Instead, they begin to
have a more active role in their own learning. Example question: Illustrate the difference
between a moth and a butterfly.

 What...?
 Example: What is the function of the liver in the body.
 Example: What is the main idea of the story "The Tell-Tale Heart."
 Example: What assumptions do we have to make when discussing Einstein's
Theory of Relativity?
 Analyze
Example: Analyze President Lincoln's motives for delivering the Gettysburg Address.
 IdentifyExample: Identify any biases that might exist when reading an autobiography.
 ExamineExample: Examine the results of your experiment and record your
conclusions.
 InvestigateExample: Investigate the propaganda techniques used in each of the
following advertisements.
 Identify
Example: Identify the point of view of each of the main characters in Hamlet.

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05

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Synthesis Verbs and Question Stems

At the synthesis level, students move beyond relying on previously learned information or
analyzing items that the teacher is giving to them. 

 What alternative would you suggest for ___?

 What changes would you make to revise___? 
  How would you generate a plan to ___? 
 What could you invent___?  

Instead, they move beyond what they have learned to create new products, ideas, and
theories.
  CreateExample: Create a haiku about a desert animal.
 InventExample: Invent a new board game about Industrial Revolution inventors.
 ComposeExample: Compose a new piece of music that includes chords in the key of C
Major.
 ProposeExample: Propose an alternative way to get students to clean up after
themselves in the lunchroom.
 PlanExample: Plan an alternative meal to serve vegetarians during Thanksgiving.
 DesignExample: Design a campaign to help stop teenage smoking.
 FormulateExample: Formulate a bill that you would like to see passed through
Congress.
 DevelopExample: Develop an idea for a science fair project that focuses on the effect of
pollution on plant life.

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06

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Evaluation Verbs and Question Stems

Evaluation means that students make judgments based on the information they have learned
and their own insights.

 What criteria would you use to assess _____?

 What data was used to evaluate _____?
 How could you verify _____?
 What information would you use to prioritize _____?

This is often the hardest question to create, especially for an end-of-the-unit exam. Example
question: Evaluate the accuracy of the Disney movie Pocahontas.

 Evaluate
Example: Evaluate the accuracy of the movie The Patriot.
 FindFind the errors in the following math problem.
 SelectExample: Select the most appropriate action that you should take against a
school bully. Justify your answer.
 DecideExample: Decide on a meal plan for the next week that includes all the required
servings according to the Food Guide Pyramid.
 JustifyExample: Are the arts an important part of a school's curriculum? Justify your
answer.
 Debate
Example: Debate the pros and cons of school vouchers.
 JudgeExample: Judge the importance of students reading a play by Shakespeare while
in high school.