Tips fo r Setting Questions Based on Bloom’s Taxonomy

This table provides a basic guide to crafting questions at the various levels of Bloom’s
Taxonomy. Thoughtfully crafting your questions – both oral and written – will support your
lesson objectives and challenge your students to think at higher cognitive levels.

As the ‘typical question stems’ in the last column cover a wide range of courses from English
language to engineering/technology courses, please reflect on the stem to see how apt it is to
the question you have in mind.

Useful
Cognitive Level Sample Question Stems
Verbs
tell  What is . . . ? How is . . . ?
Knowledge list  Where is . . . ? When did…happen?
describe  How did…happen? When did . . . ? Can you recall . . . ?
Recognizing and
recalling information relate
 How would you show . . . ? Can you select . . . ?
locate
(E.g., when shown an  Who were the main . . . ? Can you list three . . . ?
write
exclamation point, a  Which one . . . ? Who was . . . ?
student will identify it find
by name.) state
name
 How would you classify the type of . . . ?
explain  How would you compare . . . ? contrast . . . ?
interpret
 Will you state or interpret in your own words . . . ?
Comprehension outline
 How would you rephrase the meaning . . . ?
discuss
Understanding the
distinguish  What facts or ideas show . . . ?
meaning of
information predict  What is the main idea of . . . ?
restate  Which statements support . . . ?
(E.g., the student can
describe the use of an translate  Can you explain what is happening . . .? Why did…?
exclamation point.) compare
 What can you say about . . . ?
describe
 Which is the best answer . . . ?
classify
 How would you summarize . . . ?
 How would you use . . . ?
solve
 What examples can you find to . . . ?
show
 How would you solve…using what you have learned ?
Application use
illustrate  How would you organize…to show . . . ?
Using information
calculate  How would you show your understanding of . . . ?
(E.g., the student can construct  How would you apply what you learned to develop . . . ?
use an exclamation
point in a sentence.) complete  What other way would you plan to . . . ?
examine
 What would result if . . . ?
classify
 What facts would you select to show . . . ?

1
 analyze  What are the parts or features of . . . ?
Analysis distinguish  How is…related to . . . ?
Dissecting examine  Why do you think . . . ?
information into its compare  What is the theme . . . ?
component parts to contrast  Can you list the parts . . . ?
see their relationships
investigate  What inference can you make . . . ?
(E.g., the student can categorize  What conclusions can you draw . . . ?
identify an identify  How would you classify . . . ?
exclamation point’s
explain  How is the function of . . . ?
misuse in a
paragraph.) separate  What evidence can you find . . . ?
advertise  What is the relationship between . . . ?
create  What changes would you make to solve . . . ?
invent  How would you improve . . . ?
compose  What would happen if . . . ?
Synthesis predict  Can you elaborate on the reason . . . ?
plan  Can you propose an alternative . . . ?
Putting components
together to form new construct  Can you invent . . . ?
ideas design  How could you change (modify) the plot (plan) . . . ?
(E.g., the student can imagine  What could be done to minimize (maximize) . . . ?
use exclamation improve  What could be combined to improve (change) . . . ?
points, questions
propose  Suppose you could…what would you do . . . ?
marks, and periods
appropriately in a devise  How would you test . . . ?
piece of writing.) formulate  Can you formulate a theory for . . . ?
elaborate  Can you predict the outcome if . . . ?
estimate  How would you estimate the results for . . . ?
 Can you construct a model that would change . . . ?
 Do you agree with the actions . . . ?
judge
 How would you prove . . . ? disprove . . . ?
select
 Can you assess the value or importance of . . . ?
choose
 Would it be better if . . . ?
Evaluation decide
 Why did they (the character) choose . . . ?
Judging the worth of justify
 What would you recommend . . . ?
an idea debate
 How would you rate the . . . ?
(E.g., the student can verify
 What would you cite to defend the actions . . . ?
evaluate the effective argue
use of exclamation  How would you evaluate . . . ?
recommend
points in creating the  How could you determine . . . ?
mood in a descriptive discuss
 What choice would you have made . . . ?
passage.) determine
 How would you prioritize . . . ?
prioritize
 What judgment would you make about . . . ?
access
 What information would you use to support the view … ?
 How would you justify . . . ?