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Question Stems for Each Level of Bloom's

Taxonomy
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By
Melissa Kelly
Melissa Kelly
Education Expert
 M.Ed., Curriculum and Instruction, University of Florida
 B.A., History, University of Florida
Melissa Kelly, M.Ed., is a secondary school teacher, instructional designer, and the author of "The
Everything New Teacher Book: A Survival Guide for the First Year and Beyond."
LEARN ABOUT OUR EDITORIAL PROCESS
Updated on April 04, 2020
In 1956, American educational psychologist Benjamin Samuel Bloom strove to

create a system for explaining the progression of steps for learning. His book,
"Taxonomy of Educational Objectives: The Classification of Educational Goals"
showed a way to categorize reasoning skills based on the amount of critical
thinking involved. His work led to a still widely used educational concept known
as Bloom's Taxonomy, which was revised slightly in 2001.
In Bloom's Taxonomy, there are six levels of skills ranked in order from the most
basic to the most complex. Each level of skill is associated with a verb, as learning
is an action. As a teacher, you should ensure that the questions you ask both in
class and on written assignments and tests are pulled from all levels of the
taxonomy pyramid.
Objective assessments (multiple-choice, matching, fill in the blank) tend to focus

only on the two lowest levels of Bloom's Taxonomy: remembering and
understanding. Subjective assessments (essay responses, experiments, portfolios,
performances) tend to measure the higher levels of Bloom's Taxonomy: applying,
analyzing, evaluating, and creating.
To incorporate Bloom's Taxonomy into lessons, present different levels beginning

with the most basic at the beginning of a unit. Once you reach the end of a unit,
the lessons should incorporate the highest levels of Bloom's Taxonomy.
01
of 06
Remembering Verbs and Question Stems

Andrea Hernandez/Flickr/CC BY-SA 2.0
The remembering level forms the base of the Bloom's Taxonomy pyramid.
Because it is of the lowest complexity, many of the verbs in this section are in the
form of questions. You can use this level of questioning to ensure that students
learned specific information from the lesson.
 What do you remember about _____?

 How would you define_____?
 How would you identify _____?
 How would you recognize _____?
Define
Define mercantilism.
Who
Who was the author of "Billy Budd?"
What
What is the capital of England?
Name
Name the inventor of the telephone.
List
List the 13 original colonies.
Label
Label the capitals on this map of the United States.
Locate
Locate the glossary in your textbook.
Match
Match the following inventors with their inventions.
Select
Select the correct author of "War and Peace" from the following list.
Underline
Underline the noun.
02
of 06
Understanding Verbs and Question Stems
At the understanding level, you want students to show that they can go beyond
basic recall by understanding what the facts mean. The verbs at this level should
allow you to see if your students understand the main idea and are able to
interpret or summarize the ideas in their own words.
 How would you generalize_____?

 How would you express _____?
 What can you infer from _____?
 What did you observe_____?
Explain
Explain the law of inertia using an example from an amusement park.
Interpret
Interpret the information found in this pie chart.
Outline
Outline the main arguments for and against year-round education.
Discuss
Discuss what it means to use context to determine the meaning of a word.
Translate
Translate this passage into English.
Restate
Restate the steps for a bill to become a law in your own words.
Describe
Describe what is happening in this Civil War picture.
Identify
Identify the correct method for disposing of recyclable trash.
Which
Which statements support implementing school uniforms?
Summarize
Summarize the first chapter of "To Kill a Mockingbird."
03
of 06
Applying Verbs and Question Stems

At the applying level, students must show that they can apply the information
they have learned. Students can demonstrate their grasp of the material at this
level by solving problems and creating projects.
 How would you demonstrate ____?

 How would you present ____?
 How would you change ____?
 How would you modify ____?
Solve
Using the information you have learned about mixed numbers, solve the
following questions.
Use
Use Newton's Laws of Motion to explain how a model rocket works.
Predict
Predict whether items float better in fresh water or salt water.
Construct
Using the information you have learned about aerodynamics, construct a paper
airplane that minimizes drag.
Perform
Create and perform a skit that dramatizes an event from the civil rights era.
Demonstrate
Demonstrate how changing the location of the fulcrum affects a tabletop lever.
Classify
Classify each observed mineral based on the criteria learned in class.
Apply
Apply the rule of 70 to determine how quickly $1,000 would double if earning 5
percent interest.
04
of 06
Analyzying Verbs and Question Stems
The fourth level of Bloom's Taxonomy is analyzing. Here students find patterns in
what they learn. Students move beyond simply remembering, understanding, and
applying. At this level, they begin to take a more active role in their own learning.
 How can you sort the parts _____?

 What can you infer_____?
 What ideas validate _____?
 How would you explain _____?
What?
What is the function of the liver in the body?
What is the main idea of the story "The Tell-Tale Heart"?
What assumptions do we have to make when discussing Einstein's Theory of

Relativity?
Analyze
Analyze President Lincoln's motives for delivering the Gettysburg Address.
Identify
Identify any biases that might exist when reading an autobiography.
Examine
Examine the results of your experiment and record your conclusions.
Investigate
Investigate the propaganda techniques used in each of the following
advertisements.
05
of 06
Evaluating Verbs and Question Stems

Evaluating means that students make judgments based on the information they
have learned as well as their own insights. This is often a challenging question to
evaluate, particularly for end-of-unit exams.
 What criteria would you use to assess _____?

 What data were used to evaluate _____?
 How could you verify _____?
 What information would you use to prioritize _____?
Evaluate
Evaluate the accuracy of the movie "The Patriot."
Find
Find the errors in the following math problem.
Select
Select the most appropriate action that you should take against a school bully.
Justify your answer.
Decide
Decide on a meal plan for the next week that includes all the required servings
according to the USDA ChooseMyPlate nutrition guide.
Justify
Are the arts an important part of a school's curriculum? Justify your answer.
Debate
Debate the pros and cons of charter schools.
Judge
Judge the importance of students reading a play by William Shakespeare while in
high school.
06
of 06
Creating Verbs and Question Stems

At the creating level, students move beyond relying on previously learned
information and analyzing items that the teacher has given them. Instead, they
create new products, ideas, and theories.
 What alternative would you suggest for ___?

 What changes would you make to revise___?
 How would you generate a plan to ___?
 What could you invent___?
Create
Create a haiku about a desert animal.
Invent
Invent a new board game about Industrial Revolution inventors.
Compose
Compose a new piece of music that includes chords in the key of C major.
Propose
Propose an alternative way to get students to clean up after themselves in the
lunchroom.
Plan
Plan an alternative meal to serve vegetarians during Thanksgiving.
Design
Design a campaign to help stop teenage smoking.
Formulate
Formulate a bill that you would like to see passed in Congress.
Develop
Develop an idea for a science fair project that focuses on the effects of pollution
on plant life.
Source
 Armstrong, Patricia. “Blooms Taxonomy.” Vanderbilt University, 25 Mar. 2020,
cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
Cite this Article
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Bloom's Taxonomy - Evaluation Category
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 Science, Tech, Math

Question Stems for Each Level of Bloom's

In 1956, American educational psychologist Benjamin Samuel Bloom strove to

Objective assessments (multiple-choice, matching, fill in the blank) tend to focus

To incorporate Bloom's Taxonomy into lessons, present different levels beginning

Remembering Verbs and Question Stems

 What do you remember about _____?

 How would you generalize_____?

Applying Verbs and Question Stems

 How would you demonstrate ____?

 How can you sort the parts _____?

What is the main idea of the story "The Tell-Tale Heart"?

What assumptions do we have to make when discussing Einstein's Theory of

Evaluating Verbs and Question Stems

 What criteria would you use to assess _____?

Creating Verbs and Question Stems

 What alternative would you suggest for ___?

Cite this Article

Watch Now: How to Effectively Teach Classroom Procedures

Using Bloom's Taxonomy for Effective Learning

Bloom's Taxonomy in the Classroom

Higher-Order Thinking Skills (HOTS) in Education

Higher Level Thinking: Synthesis in Bloom's Taxonomy

Bloom's Taxonomy - Evaluation Category

Bloom's Taxonomy: Analysis Category

How to Conjugate "Dépêcher"

Creating Effective Lesson Objectives

French Conjugations of "Répondre" (to Answer)

 Science, Tech, Math

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