D.+Bloom's+-+Questions,+Key+Words,+and+Study+Tips

** ﻿ Bloom's Taxonomy's Model Questions and Key Words **


Based on Bloom's Taxonomy, Developed and Expanded by John Maynard > ** Editor's Note: Your ** teachers will most often use this chart when making up questions -- it would be a good idea to become familiar with the terminology yourself. A great study aid. [|Back To Learning Strategies] | [|Studying Tips Page] | [|Kevin's Education Page] | [|Handout Page]
 * ~ I. KNOWLEDGE (drawing out factual answers, testing recall and recognition) ||
 * who || where || describe || which one ||
 * what || how || define || what is the best one ||
 * why || match || choose || how much ||
 * when || select || omit || what does it mean ||
 * ~ II. COMPREHENSION (translating, interpreting and extrapolating) ||
 * state in your own words || classify || which are facts ||
 * what does this mean || judge || is this the same as ||
 * give an example || infer || select the best definition ||
 * condense this paragraph || show || what would happen if ||
 * state in one word || indicate || explain what is happening ||
 * what part doesn't fit || tell || explain what is meant ||
 * what expectations are there || translate || read the graph, table ||
 * what are they saying || select || this represents ||
 * what seems to be || match || is it valid that ||
 * what seems likely || explain || show in a graph, table ||
 * which statements support || represent || demonstrate ||
 * - |||||| what restrictions would you add ||
 * ~ III. APPLICATION (to situations that are new, unfamiliar or have a new slant for students) ||
 * predict what would happen if || explain ||
 * choose the best statements that apply || identify the results of ||
 * judge the effects || select ||
 * what would result || tell what would happen ||
 * tell how, when, where, why || tell how much change there would be ||
 * ** IV. ANALYSIS (breaking down into parts, forms) ** ||
 * distinguish || what is the function of ||
 * identify || what's fact, opinion ||
 * what assumptions || what statement is relevant ||
 * what motive is there || related to, extraneous to, not applicable ||
 * what conclusions || what does author believe, assume ||
 * make a distinction || state the point of view of ||
 * what is the premise || state the point of view of ||
 * what ideas apply || what ideas justify conclusion ||
 * what's the relationship between || the least essential statements are ||
 * what's the main idea, theme || what inconsistencies, fallacies ||
 * what literary form is used || what persuasive technique ||
 * implicit in the statement is ||
 * ** V. SYNTHESIS (combining elements into a pattern not clearly there before) ** ||
 * create || how would you test || make up ||
 * -tell || propose an alternative || compose ||
 * make || solve the following || formulate ||
 * do || plan || how else would you ||
 * choose || design || state a rule ||
 * develop ||
 * ** VI. EVALUATION (according to some set of criteria, and state why) ** ||
 * appraise || what fallacies, consistencies, inconsistencies appear ||
 * judge || which is more important, moral, better, logical, valid, appropriate ||
 * criticize || find the errors ||
 * defend || compare ||