Revised Bloom’s Taxonomy (2001)

A group of educational researchers and cognitive

psychologists developed the new and revised Bloom’s
Taxonomy framework in 2001 to be more action-oriented. This
way, students work their way through a series of verbs to
meet learning objectives. Below are descriptions of each of
the levels in revised Bloom’s Taxonomy:

 Remember: To bring an awareness of the concept

to learners’ minds.
 Understand: To summarize or restate the
information in a particular way.
 Apply: The ability to use learned material in new
and concrete situations.
 Analyze: Understanding the underlying structure of
knowledge to be able to distinguish between fact
and opinion.
 Evaluate: Making judgments about the value of
ideas, theories, items and materials.
 Create: Reorganizing concepts into new structures
or patterns through generating, producing or
planning.

Revised Bloom’s Taxonomy (2001) question samples:

 Remember: Who…? What…? Where…? How…?

 Understand: How would you generalize…? How
would you express…? What information can you
infer from…?
 Apply: How would you demonstrate…? How would
you present…? Draw a story map…
 Analyze: How can you sort the different parts…?
What can you infer about…? What ideas
validate…? How would you categorize…?
 Evaluate: What criteria would you use to assess…?
What sources could you use to verify…? What
information would you use to prioritize…? What are
the possible outcomes for…?
  Create: What would happen if…? List the ways you
can…? Can you brainstorm a better solution
for…?

Additional Bloom’s Taxonomy Example

Questions
As we know, Bloom’s Taxonomy is a framework used in
education to categorize levels of cognitive learning. Here are
10 Bloom’s Taxonomy example questions, each corresponding
to one of the six levels in Bloom’s Taxonomy, starting from the
lowest level (Remember) to the highest level (Create):

1. Remember (Knowledge): What are the four

primary states of matter? Can you list the main
events of the American Civil War?
2. Understand (Comprehension): How would you
explain the concept of supply and demand to
someone who is new to economics? Can you
summarize the main idea of the research article
you just read?
3. Apply (Application): Given a real-world scenario,
how would you use the Pythagorean theorem to
solve a practical problem? Can you demonstrate
how to conduct a chemical titration in a laboratory
setting?
4. Analyze (Analysis): What are the key factors
contributing to the decline of a particular species
in an ecosystem? How do the social and economic
factors influence voting patterns in a specific
region?
5. Evaluate (Evaluation): Compare and contrast the
strengths and weaknesses of two different
programming languages for a specific project.
Assess the effectiveness of a marketing
campaign, providing recommendations for
improvement.
6. Create (Synthesis): Design a new and innovative
product that addresses a common problem in
 society. Develop a comprehensive lesson plan that
incorporates various teaching methods to enhance
student engagement in a particular subject.

Higher-Level Thinking Questions

Higher-level thinking questions are designed to encourage
critical thinking, analysis, and synthesis of information. Here
are eight examples of higher-level thinking questions that can
be used in higher education:

1. Critical Analysis (Analysis): “What are the ethical

implications of the decision made by the
characters in the novel, and how do they reflect
broader societal values?”
2. Problem-Solving (Application): “Given the current
environmental challenges, how can we develop
sustainable energy solutions that balance
economic and ecological concerns?”
3. Evaluation of Evidence (Evaluation): “Based on the
data presented in this research paper, do you
think the study’s conclusions are valid? Why or
why not?”
4. Comparative Analysis (Analysis): “Compare and
contrast the economic policies of two different
countries and their impact on income inequality.”
5. Hypothetical Scenario (Synthesis): “Imagine you
are the CEO of a multinational corporation. How
would you navigate the challenges of globalization
and cultural diversity in your company’s
workforce?”
6. Ethical Dilemma (Evaluation): “In a medical
emergency with limited resources, how should
healthcare professionals prioritize patients, and
what ethical principles should guide their
decisions?”
7. Interdisciplinary Connection (Synthesis): “How
can principles from psychology and sociology be
integrated to address the mental health needs of a
 diverse student population in higher education
institutions?”
8. Creative Problem-Solving (Synthesis): “Propose a
novel solution to reduce urban congestion while
promoting eco-friendly transportation options.
What are the potential benefits and challenges of
your solution?”

The Revised Bloom’s Taxonomy

Levels of Cognitive Process Dimension (Cognitive Domain)

The new terms which are defined in revised Bloom’s taxonomy and the related key
words and examples are;

1. Remembering
Remembering involves recognizing or recalling knowledge from memory. Remembering
is when memory is used to produce or retrieve definitions, facts, or lists, or to recite
previously learned information.

Key Words (Verbs) — Defines, Describes, Identifies, Knows, Labels, Lists, Matches, Names,
Outlines, Recalls, Recognizes, Reproduces, Selects, States.

Examples (Learning Objectives) — The student will be able to; Recite a policy. Quote prices
from memory to a customer. Recite the safety rules.
2. Understanding

Understanding involves constructing meaning from different types of functions be they

written or graphic messages, or activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, or explaining.

Key Words (Verbs) — Comprehends, Converts, Defends, Distinguishes, Estimates, Explains,

Extends, Generalizes, Gives an example, Infers, Interprets, Paraphrases, Predicts, Rewrites,
Summarizes, Translates.

Examples (Learning Objectives) — The student will be able to; Rewrite the principles of test
writing. Explain in one’s own words the steps for performing a complex task. Translate an
equation into a computer spreadsheet.

3. Applying

Applying involves carrying out or using a procedure through executing, or

implementing. Applying relates to or refers to situations where learned material is used
through products like models, presentations, interviews or simulations.

Key Words (Verbs) — Applies, Changes, Computes, Constructs, Demonstrates,

Discovers, Manipulates, Modifies, Operates, Predicts, Prepares, Produces, Relates,
Shows, Solves, Uses.

Examples (Learning Objectives) — The student will be able to; Use a manual to calculate
an employee’s vacation time. Apply laws of statistics to evaluate the reliability of a
written test.

4. Analyzing

Analyzing involves breaking materials or concepts into parts, determining how the parts
relate to one another or how they interrelate, or how the parts relate to an overall
structure or purpose. Mental actions included in this function are differentiating,
organizing, and attributing, as well as being able to distinguish between the components
or parts. When one is analyzing, he/she can illustrate this mental function by creating
spreadsheets, surveys, charts, or diagrams, or graphic representations.

Key Words (Verbs) — Analyzes, Breaks down, Compares, Contrasts, Diagrams,

Deconstructs, Differentiates, Discriminates, Distinguishes, Identifies, Illustrates, Infers,
Outlines, Relates, Selects, Separates.

Examples (Learning Objectives) — The student will be able to; Troubleshoot a piece of
equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers
information from a department and selects the required tasks for training.

5. Evaluating

Evaluating involves making judgments based on criteria and standards through

checking and critiquing. Critiques, recommendations, and reports are some of the
products that can be created to demonstrate the processes of evaluation. In the newer
taxonomy, evaluating comes before creating as it is often a necessary part of the
precursory behavior before one creates something.
Key Words (Verbs) — Appraises, Compares, Concludes, Contrasts, Criticizes, Critiques,
Defends, Describes, Discriminates, Evaluates, Explains, Interprets, Justifies, Relates,
Summarizes, Supports.

Examples (Learning Objectives) — The student will be able to; Select the most effective
solution. Hire the most qualified candidate. Explain and justify a new budget.

6. Creating

Creating involves putting elements together to form a coherent or functional whole;

reorganizing elements into a new pattern or structure through generating, planning, or
producing. Creating requires users to put parts together in a new way,
or synthesize parts into something new and different thus creating a new form or
product. This process is the most difficult mental function in the new taxonomy.

Key Words (Verbs) — Categorizes, Combines, Compiles, Composes, Creates, Devises,

Designs, Explains, Generates, Modifies, Organizes, Plans, Rearranges, Reconstructs,
Relates, Reorganizes, Revises, Rewrites, Summarizes, Tells, Writes.

Examples (Learning Objectives) — The student will be able to; Write a company
operations or process manual. Design a machine to perform a specific task. Integrates
training from several sources to solve a problem. Revises and process to improve the
outcome.