Bloom’s Levels of Questioning

Knowledge/Remembering recall recite memorize list name describe label match

Comprehension/Showing Understanding discuss express explain summarize paraphrase infer locate find tell extend give examples

Application/Using Understanding practice apply compute use translate change solve interpret pretend dramatize illustrate demonstrate

Analysis/Examination debate diagram compare contrast question analyze categorize outline experiment criticize differentiate distinguish

Synthesis/Creating create draw compose design formulate organize combine devise modify assemble span construct write compile revise suppose

Evaluation/Deciding or Judging select judge predict justify decide choose assess evaluate support conclude value

Created by Richardson I.S.D. Bloom’s Level of Questioning for English and Social Studies

KNOWLEDGE – COMPREHENSION – APPLICATION – using Recalling information understanding meaning learning in new situations

What information is given? What are you being asked to What would happen to you if… find? Locate in the story where… Explain the concept of… Can you see other relationships that will help you find this When did the event take Give me an example of… information? place? Describe in your own words Would you have done the Point to the… what______means. same thing as…?

List the… Illustrate the part of the story What occurs when…? that… Name the… If you were there, would you… Make a map of… Where did…? How would you solve this This event led to… problem in your life? What is…? Describe the scenario… In the library (on the web), find Who was/were…? info about…

ANALYSIS – ability to SYNTHESIS – parts of EVALUATION – See parts & relationships info to create new whole judgment based on criteria

Compare and contrast____ Design a ___ to show… How can you tell if your To _____ analysis is reasonable? Predict what will happen to What was important about… ___as___ is changed Would you recommend this to a friend…why? What other ways could What would it be like to live… ____ be interpreted? What do you think will happen to _____? WHY? What things would you have Write a new ending to the used to…? story (event)… What significance is this event What is the main idea of the Describe the events that might in the global perspective? the story (event)? occur if… What is most compelling to What information supports Add a new thing on your own you in this___? Why? your explanation? that was not in the story… Do you feel___ is ethical? What was the message in Pretend you are… Why or why not? this piece (event)… What would the world be like Could this story have really if… happened? Why or why not?

Created by Richardson I.S.D. Bloom’s Level of Questioning Science and Math

KNOWLEDGE – COMPREHENSION – APPLICATION – using recalling information understanding meaning learning in new situations What are you being asked to What additional information is What information is given? find? needed to solve the problem?

What are you being asked to Explain the concept of… Can you see other relationships find? that will help you find this Give me an example of… information? What formula would you use in this problem? Describe in your own words How can you put your data in what______means. graphic form? What does ____mean? List the… What science or math concepts What occurs when…? does this problem connect to? Name the… How would you change your Draw a diagram of… procedures to get better Where did…? results? Illustrate how ____ works. What is…? What method would you use Explain how you calculate… to… Who was/were…? Does it make sense to…? When did…?

ANALYSIS – ability to SYNTHESIS – parts of EVALUATION – See parts & relationships info to create new whole judgment based on criteria

Compare and contrast____ Design a lab to show… How can you tell if your To _____ answer is reasonable? Predict what will happen to What was important about… ___as___ is changed What would happen to ___ if ___variable were increased/ Which errors most affected Using a principle of science or decreased? your results? Math, how can we find…? How would repeated trials What are some sources of Describe the events that might affect your data? variability? occur if… What significance is this How do your conclusions Design a scenario for…? experiment/formula to the support your hypothesis? subject you are learning? Pretend you are… What prior research and/or What type of evidence is most formulas support your What would the world be compelling to you? conclusion? like if… Do you feel ___ experiment How else could you account is ethical? for…? Are your results biased?

Created by Richardson I.S.D.