One of the most powerful aspects of Bloom’s revised taxonomy is that it offers you, as an educator, the ability to construct a curriculum to assess objective learning outcomes. Pre-created Bloom’s taxonomy question stems can make the assessment part of this much easier.

For those unfamiliar with the framework of Bloom’s taxonomy, it consists of a series of hierarchical levels (normally arranged in a pyramid) that build on each other and represent progressively higher order thinking skills. Each level contains verbs, such as “demonstrate” and “design,” that can be measured.

How to use these Bloom’s taxonomy question stems

Here are some things to consider before choosing classroom activities and questions for student evaluation:

  • What cognitive level of Bloom’s are you assessing in your learning outcome?
  • How can you formulate your questioning based on the particular verb in the learning outcome?
  • How would you like to present those questions to the students?

When your plan is clear, look up the relevant verb in the following Bloom’s taxonomy question stems and start building your questions.

For presenting the questions to your class, consider active learning strategies: the question stems lending themselves very well to learner discussion and techniques such as the minute paper and think-pair-share.

Finally, for some real-life examples of how professors have used Bloom’s taxonomy as part of their instruction, download our e-book by filling in the form below.

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Bloom’s taxonomy question stems in full

Level 1: Remember

Define
• Find the meaning of…
• Discuss with a partner, your definition of…

Describe
• Who/what was…?
• Make a facts chart.

Recall
• Can you tell why…?
• List all the…

Recognize
• … True or False?
• Come up with a clever analogy.

Level 2: Understand

Compare
• Can you provide an example of what you mean…?
• Create a chart of similarities and differences.

Discuss
• Who do you think…?
• Retell the story in your words.

Explain
• Can you write in your own words…?
• Illustrate what you think the main idea was.

Predict
• Who was the key character…?
• Write a summary report of an event.

Level 3: Apply

Determine
• What do you think will be the end result?
• Create a synopsis of steps taken to determine the end result.

Discover
• What more information can you gather on…?
• Research different methods used today.

Express
• How does this connect with….?
• Form a panel to discuss views, i.e. “Learning at School.”

Predict
• What do you think will happen when…?
• Discuss with a partner about what will happen next.

Level 4: Analyze

Compare
• What do you see as other possible outcomes?
• Construct a graph to illustrate selected information.

Identify
• What are some of the problems of…?
• Make a diagram linking to the source of the problem.

Investigate
• Can you compare your … with that presented in…?
• Write a report about how this ties to what we’re learning.

Relate
• How does this connect with your everyday life?
• Discuss with a partner how this connects to you.

Level 5: Evaluate

Conclude
• Do you think … was a good or a bad thing?
• Prepare a case to present your view about…

Interpret
• Is there a better solution to…?
• Make a booklet about five rules you see as important.

Support
• Can you defend your position about…?
• Write about your feelings in relation to…

Validate
• How effective was…?
• Give it a name and plan a marketing campaign.

Level 6: Create

Develop
• What ways can you expand your findings?
• Make a booklet about five rules you see as important.

Formulate
• What questions still need to be addressed?
• Write a letter to … advising on changes needed at…

Incorporate
• Can you give an example of what you mean by…?
• Tie your learnings to another course you have taken and present.

Summarize
• Can you distinguish between…?
• Prepare a flow chart to show…

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