Bloom's Taxonomy
From Clinicaltools.com
Benjamin Bloom proposed a cognitive taxonomy with different levels for the types of knowledge being measured. A course's level of objectives will determine the level of questions to be asked. Remember that the learning outcome specified in a test question must match the learning outcome described in the objective: this helps to ensure a test's content validity. See Bloom's different taxonomic levels below (with "Knowledge" being the lowest and "Evaluation" being the highest). Note that the sample action verbs are not meant to be exhaustive.
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Knowledge
Objectives at the knowledge level require learners to remember. Test items ask learners to recall or recognize facts, terminology, problem-solving strategies, or rules.
Sample Action Verbs: Define, Describe, Identify, Label, List, Match, Name, Outline, Recall, Recite, Select, State
Comprehension
Objectives at this level require some level of understanding. Test items require the learner to change the form of communication (translation), to restate what has been read, to see connections or relationships among parts of a communication (interpretation), or to draw conclusions or consequences from information (inference).
Sample Action Verbs: Convert, Defend, Discriminate, Distinguish, Estimate, Explain, Extend, Generalize, Infer, Paraphrase, Predict, Summarize
Application
Objectives written at this level require the learner to use previously acquired information in a setting other than that in which it was learned. Application differs from comprehension in that the questions present the problems in a different and applied context. Thus, the learner can rely on neither the question nor the context to decide what previously learned information must be used to solve the problem.
Sample Action Verbs: Change, Compute, Demonstrate, Develop, Employ, Modify, Operate, Organize, Prepare, Produce, Relate, Solve, Transfer, Use
Analysis
Objectives written at the analysis level require the learner to identify logical errors or to differentiate among facts, opinions, assumptions, hypotheses, or conclusions. Questions at this level often require the learner to draw relationships among ideas or to compare and contrast.
Sample Action Verbs: Break Down, Deduce, Diagram, Differentiate, Distinguish, Illustrate, Infer, Outline, Point Out, Relate, Separate Out, Subdivide
Synthesis
Objectives written at the synthesis level require the learner to produce something unique or original. Questions at this level require students to solve some unfamiliar problem in a unique way or to combine parts to form a unique or novel whole.
Sample Action Verbs: Categorize, Compile, Compose, Create, Design, Devise, Formulate, Rewrite, Summarize
Evaluation
Instructional objectives written at this level require the learner to form judgments about the value or worth of methods, ideas, people, or products that have a specific purpose.
Sample Action Verbs: Appraise, Compare, Conclude, Contrast, Criticize, Defend, Interpret, Justify, Support
