Bloom’s Taxonomy

Key Words, Model Questions & Instructional Strategies

Bloom’s Taxonomy (1956) has stood the

test of time. Recently Anderson & Krathwohl
(2001) have proposed some minor changes
to include the renaming and reordering of
the taxonomy. This reference reflects those
recommended changes.
This is not an exhaustive list of verbs, lists,
and instructional strategies. It is meant as a
prompting document (like a ‘cheat sheet’) to
get you thinking and making connections.
The important thing is to get a clear mental
concept of what each level means.
Verbs in boldface appear in more than one level of Bloom’s. This may seem confusing
at first. Think about the actual task the learner will be performing. While the verb is the
same in each statement, the intent and requested outcome are quite different and
require increasingly complex thinking.
Example: Explain
• Understanding – Explain what is meant by the term ‘Outcome’.
This instance of ‘Explain’ is asking you to recall something you have previously
learned in order to demonstrate that you know what it means.

• Analyzing – Explain the elements that make up a good speech.

This instance of ‘Explain’ is asking you to tell how something is broken into its
smaller components.
• Evaluating – Explain why Option A is better or worse than Option B.
This instance of ‘Explain’ is asking you to make a value judgement and decide on
an outcome based upon that judgement.
• Creating – Explain the thought process behind your creation and what it
represents.
This instance of ‘Explain’ is asking you to describe how you made something
new and what it represents.

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REMEMBERING (KNOWLEDGE)
Remember previously learned information.

Verbs for Outcomes Model Questions Instructional Strategy

• Choose • Who? • Highlighting

• Define • Where? • Rehearsal
• Identify • Which One? • Memorizing
• Label • What? • Mnemonics
• List • How?
• Locate • How much?
• Memorize • When?
• Name
• Recite
• Recognize
• Select
• State

UNDERSTANDING (COMPREHENSION)
Demonstrate an understanding of the facts.

Verbs for Outcomes Model Questions Instructional Strategy

• Classify • Discuss the definition of • Key examples

• Demonstrate ….? • Emphasize
• Describe • Explain what is happening. connections
• Discuss • Give an example. • Summarize
• Distinguish • Restate in your own words. • STUDENTS explain
• Explain • Create visual
• Express representation
• Give example o concept map
• Illustrate o outlines
• Indicate o flow charts
• Interrelate o analogies
• Infer o pro/con grid
• Match
NOTE: The faculty
• Represent
member can show them,
• Restate but students have to do it.
• Summarize

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APPLYING (APPLICATION)
Apply knowledge to actual situations.

Verbs for Outcomes Model Questions Instructional Strategy

• Apply • Choose the statements that • Cognitive

• Choose apply … apprenticeships
• Compute • How would you employ this • Part and whole
• Demonstrate principle? sequencing
• Discover • Solve …. or a solution. • Authentic situations
• Employ • Coached practice
• Illustrate • Case studies
• Interpret • Simulations
• Practice • Algorithms
• Produce
• Show
• Solve
• Use

ANALYZING (ANALYSIS)
Break down objects or ideas into simpler parts and find evidence to support
generalizations.

Verbs for Outcomes Model Questions Instructional Strategy

• Analyze • What's fact? Opinion? • Models of thinking

• Appraise • Related to, extraneous to, • Challenging
• Breakdown not applicable…. assumptions
• Categorize • What are the differences • Retrospective analysis
• Classify between these items? • Reflection through
• Compare journaling
• Contrast • Debates
• Differentiate • Discussions and other
• Distinguish collaborating learning
• Examine activities
• Explain • Decision-making
• Infer situations
• Outline
• Separate

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EVALUATING (EVALUATION)
Make and defend judgements based on internal evidence or external criteria.

Verbs for Outcomes Model Questions Instructional Strategy

• Appraise • Which is more important, • Challenging

• Assess moral, better, logical, valid, assumptions
• Compare and appropriate? • Journaling
• Conclude • Which is the best? Why? • Debates
• Defend • Which is more correct? • Discussions and other
• Describe Why? collaborating learning
• Discriminate activities
• Evaluate • Decision-making
• Explain situations
• Judge
• Justify
• Interpret
• Rate
• Support

CREATING (SYNTHESIS)
Compile elements or ideas into a new whole or propose alternative solutions.

Verbs for Outcomes Model Questions Instructional Strategy

• Assemble • Propose an alternative. • Modeling

• Compose • How else would you . . .? • Reflection through
• Construct/Reconstruct • How might you combine journaling
• Create the following elements to • Discussions and other
• Design create….? collaborating learning
• Develop activities
• Devise • Design
• Explain • Decision-making
• Formulate situations
• Generate
• Hypothesize
• Invent
• Make
• Produce
• Synthesize

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References:
• Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for learning, teaching,
and assessing.
• Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The
classification of educational goals, by a committee of college and university
examiners. New York: Longmans. John Maynard, University of Texas, Austin
Marilla Svinicki, University of Texas, Austin

Notes: