Blooms
DESIGN FACULTY BLOOMS TAXONOMY GUIDE USE THIS GUIDE TO BLOOMS TAXONOMY TO HELP SHOW KNOWLEDGE OF YOUR OWN AND OTHERS WORK
Blooms Level I: Knowledge
Identify key information and facts...
Exhibits memory of previously learned material by recalling fundamental facts, terms, basic concepts and answers about the selection. Questions: • What is…? • Can you select? • Where is…? • When did ____ happen? • Who were the main…? • Which one…? • Why did…? • How would you describe…? • When did…? • Can you recall…? • Who was…? • How would you explain…? • How did ___happen…? • Can you list the three..? • How is…? • How would you show…? • How many . . .? • Who was it that . . .? • Can you name the . . .? • Described what happened at . . .? • Who spoke to . . .? • Can you tell why . . .? • Find the meaning of . . .? • What happened after . . .? • Which is true or false . . .? Notes: • Identify main theme/subject/photographer/artist/designer • List main features
Keywords: Who What Why When Omit Where Which Choose Find How Define Label Show Spell List Match Name Relate Tell Recall Select Useful Verbs Tell List Describe Relate Locate Write Find State Name
Blooms Level II: Comprehension
Demonstrate your understanding...
Demonstrate understanding of facts and ideas by organising, comparing, translating, interpreting, giving descriptors and stating main ideas. Questions: • How would you classify the type of…? • How would you compare…? contrast…? • Will you state or interpret in your own words…? • How would you rephrase the meaning? • What facts or ideas show…? • What is the main idea of ……? • Which statements support…? • Which is the best answer…? • What can you say about …? • How would you summarise… ? • Can you explain what is happening…? • What is meant by…? • Can you write in your own words . . .? • Can you write a brief outline . . .? • What do you think might happen next . . .? • Who do you think . . .? • What was the main idea . . .? • Who was the key character . . .? • Can you distinguish between . . .? • What differences exist between . . .? • Can you provide a definition for . . .? •Can you provide an example of what you mean . . .?
Keywords: Compare Contrast Demonstrate Interpret Explain Extend Illustrate Infer Outline Relate Rephrase Translate Summarise Show Classify
Notes: •Interpret pictures of scenes from the image.
Useful Verbs Explain Interpret Outline Discuss Distinguish Predict Restate Compare Describe
•Explain selected ideas or parts from the image in your own words. •Predict what could happen next. •Construct a pictorial time-line that summarises what happens in the image. •Explain how the main characters feel in the image.
Blooms Level III: Application
Apply your knowledge and understanding...
Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different, or new way.
Questions: • How would you use…? • How would you solve ___ using what you’ve learned…? • What examples can you find to…? • How would you show your understanding of…? • How would you organize _______ to show…? • How would you apply what you learned to develop…? • What approach would you use to…? • What other way would you plan to…? • What would result if…? • Can you make use of the facts to…? • What elements would you use to change…? • What facts would you select to show…? • What questions would you ask during an interview? • Do you know another instance where . . .? • Could this have happened in . . .? • Can you group by characteristics such as . . .? • What factors would you change if . . .? • Can you apply the method used to some experience of your own . . .? • What questions would you ask of . . .? • From the information given, can you develop a set of instructions? • Would this information be useful if you had a . . .? Notes: •Classify the image/subject/characters as human, animal, or thing. Portrait/self-portrait/landscape. •Transfer an idea or concept to a new setting. •Give examples of how it relates to your own work
Keywords: Apply Build Choose Construct Develop Interview make use of Organise Experiment with Plan Select Solve Utilise Model Identify
Useful Verbs Solve Show Use Illustrate Construct Complete Examine Classify
Blooms Level IV: Analyse
Question, compare and categorise...
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalisations. Questions: • What are the parts or features of . . . ? • How is _______ related to . . . ? • Why do you think . . . ? • What is the theme . . . ? • What motive is there . . . ? • Can you list the parts . . . ? •What techniques have been used? • What inference can you make . . . ? • What conclusions can you draw . . . ? • How would you classify . . . ? • How would you categorise . . . ? • Can you identify the different parts . . . ? • What evidence can you find . . . ? • What is the relationship between . . . ? • Can you make a distinction between . . . ? • What is the function of . . . ? • What ideas justify . . . ? • Which events could have happened . . .? • How was this similar to . . .? • What was the underlying theme of . . .? • What do you see as other possible outcomes? • Why did . . . changes occur? • Can you compare your . . . with that presented in . . .? • Can you explain what must have happened when . . .? • How is . . . similar to . . .? • What are some of the problems of . . .? • Can you distinguish between . . .? • What were some of the motives behind . . .? • What was the problem with . . .? Notes: •Identify general characteristics (stated and/or implied) of the image/artist/designer/theme/concept •Distinguish what could happen from what couldn't happen •Select parts of the image that are the funniest, saddest, happiest, and most unbelievable. •Differentiate fact from opinion. •Compare and/or contrast two images/works/photographers/designers. •Select an idea/technique/area that is the same as your work
Keywords: Analyse Categorise Classify Compare Contrast Discover Dissect Divide Examine Inspect, Simplify Test for Distinguish List Distinction Theme Relationships Function Motive Inference Assumption Conclusion Take part in
Useful Verbs analyse distinguish examine compare contrast investigate categorize identify explain separate advertise
Blooms Level V: Evaluate
Your opinion based on your knowledge & understanding....
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Questions: • Do you agree with the actions/outcome…? • What is your opinion of…? • How would you prove/ disprove…? • Can you assess the value or importance of…? • Would it be better if…? • Why did they (the character) choose…? • What would you recommend…? • How would you rate the…? • How would you evaluate…? • How would you compare the ideas…? the people…? • How could you determine…? • What choice would you have made…? • What would you select…? • How would you prioritise…? • How would you justify…? • What judgment would you make about…? • Why was it better that…? • How would you prioritize the facts…? • What would you cite to defend the actions…? • What data was used to make the conclusion…? • What information would you use to support the view…? • Based on what you know, how would you explain…? • Is there a better solution to . . .? • Judge the value of . . .? • Can you defend your position about . . .? • Do you think . . . is a good or a bad thing? • How would you have handled . . .? • What changes to . . . would you recommend? • How would you feel if . . .? • How effective are . . .? • What do you think about . . .?
Keywords: Award Conclude criticise Decide Defend Dispute Evaluate Justify Measure Compare Mark Rate Recommend Select Agree Appraise Opinion Interpret Explain Support Importance, Criteria Prove Disprove, Assess Influence Perceive Value Estimate Deduct Useful Verbs Judge Select Choose Decide Debate Verify Recommend Assess Rate Determine
Blooms Level VI: Creating
Create your own response based on knowledge & understanding...
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Questions: • What changes would you make to solve…? • How would you improve…? • What would happen if…? • Can you elaborate on the reason…? • Can you propose an alternative…? • If you had access to all resources how would you create/respond . . .? • How would you adapt ____________ to create a different…? • How could you change (modify) the plot (plan)…? • What facts can you compile…? • What way would you design…? • What could be combined to improve (change)…? • Suppose you could _____what would you do…? • How would you test…? • Can you formulate a theory for…? • Can you predict the outcome if…? • How would you estimate the results for…? • What could be done to minimize(maximize)…? • Can you construct a model that would change…? • How is _____ related to…? • Can you think for an original way for the…? • What are the parts or features of…? • Why do you think…? • What is the theme…? • What motive is there…? • Can you list the parts…? • What inference can you make…? • What ideas justify…? • What conclusions can you draw…? • How would you classify…? • How would you categorize…? • Can you identify the different parts…? • What evidence can you find…? • What is the relationship between…? • Can you make the distinction between…? • What is the function of...? • Can you design a . . . to . . .? • Can you invent…? • Can you see a possible solution to . . .? • What would happen if . . .? • How many ways can you . . .? • Can you create new and unusual uses for . . .? • Can you write a new recipe for a tasty dish? • Can you develop a proposal which would . . .?
Keywords: Build Choose Combine Compile Compose Construct Create Design Develop Estimate Formulate Invent make up Originate Plan predict Solve Solution Suppose Discuss Modify Change Original Improve Adapt Minimise Maximise Theorise Elaborate Test Happen Useful Verbs Create Invent Compose Predict Construct Design Imagine Propose Devise
Blooms Level I: Knowledge
Identify key information and facts...
Exhibits memory of previously learned material by recalling fundamental facts, terms, basic concepts and answers about the selection. Questions: • What is…? • Can you select? • Where is…? • When did ____ happen? • Who were the main…? • Which one…? • Why did…? • How would you describe…? • When did…? • Can you recall…? • Who was…? • How would you explain…? • How did ___happen…? • Can you list the three..? • How is…? • How would you show…? • How many . . .? • Who was it that . . .? • Can you name the . . .? • Described what happened at . . .? • Who spoke to . . .? • Can you tell why . . .? • Find the meaning of . . .? • What happened after . . .? • Which is true or false . . .? Notes: • Identify main theme/subject/photographer/artist/designer • List main features
Keywords: Who What Why When Omit Where Which Choose Find How Define Label Show Spell List Match Name Relate Tell Recall Select Useful Verbs Tell List Describe Relate Locate Write Find State Name
Blooms Level II: Comprehension
Demonstrate your understanding...
Demonstrate understanding of facts and ideas by organising, comparing, translating, interpreting, giving descriptors and stating main ideas. Questions: • How would you classify the type of…? • How would you compare…? contrast…? • Will you state or interpret in your own words…? • How would you rephrase the meaning? • What facts or ideas show…? • What is the main idea of ……? • Which statements support…? • Which is the best answer…? • What can you say about …? • How would you summarise… ? • Can you explain what is happening…? • What is meant by…? • Can you write in your own words . . .? • Can you write a brief outline . . .? • What do you think might happen next . . .? • Who do you think . . .? • What was the main idea . . .? • Who was the key character . . .? • Can you distinguish between . . .? • What differences exist between . . .? • Can you provide a definition for . . .? •Can you provide an example of what you mean . . .?
Keywords: Compare Contrast Demonstrate Interpret Explain Extend Illustrate Infer Outline Relate Rephrase Translate Summarise Show Classify
Notes: •Interpret pictures of scenes from the image.
Useful Verbs Explain Interpret Outline Discuss Distinguish Predict Restate Compare Describe
•Explain selected ideas or parts from the image in your own words. •Predict what could happen next. •Construct a pictorial time-line that summarises what happens in the image. •Explain how the main characters feel in the image.
Blooms Level III: Application
Apply your knowledge and understanding...
Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different, or new way.
Questions: • How would you use…? • How would you solve ___ using what you’ve learned…? • What examples can you find to…? • How would you show your understanding of…? • How would you organize _______ to show…? • How would you apply what you learned to develop…? • What approach would you use to…? • What other way would you plan to…? • What would result if…? • Can you make use of the facts to…? • What elements would you use to change…? • What facts would you select to show…? • What questions would you ask during an interview? • Do you know another instance where . . .? • Could this have happened in . . .? • Can you group by characteristics such as . . .? • What factors would you change if . . .? • Can you apply the method used to some experience of your own . . .? • What questions would you ask of . . .? • From the information given, can you develop a set of instructions? • Would this information be useful if you had a . . .? Notes: •Classify the image/subject/characters as human, animal, or thing. Portrait/self-portrait/landscape. •Transfer an idea or concept to a new setting. •Give examples of how it relates to your own work
Keywords: Apply Build Choose Construct Develop Interview make use of Organise Experiment with Plan Select Solve Utilise Model Identify
Useful Verbs Solve Show Use Illustrate Construct Complete Examine Classify
Blooms Level IV: Analyse
Question, compare and categorise...
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalisations. Questions: • What are the parts or features of . . . ? • How is _______ related to . . . ? • Why do you think . . . ? • What is the theme . . . ? • What motive is there . . . ? • Can you list the parts . . . ? •What techniques have been used? • What inference can you make . . . ? • What conclusions can you draw . . . ? • How would you classify . . . ? • How would you categorise . . . ? • Can you identify the different parts . . . ? • What evidence can you find . . . ? • What is the relationship between . . . ? • Can you make a distinction between . . . ? • What is the function of . . . ? • What ideas justify . . . ? • Which events could have happened . . .? • How was this similar to . . .? • What was the underlying theme of . . .? • What do you see as other possible outcomes? • Why did . . . changes occur? • Can you compare your . . . with that presented in . . .? • Can you explain what must have happened when . . .? • How is . . . similar to . . .? • What are some of the problems of . . .? • Can you distinguish between . . .? • What were some of the motives behind . . .? • What was the problem with . . .? Notes: •Identify general characteristics (stated and/or implied) of the image/artist/designer/theme/concept •Distinguish what could happen from what couldn't happen •Select parts of the image that are the funniest, saddest, happiest, and most unbelievable. •Differentiate fact from opinion. •Compare and/or contrast two images/works/photographers/designers. •Select an idea/technique/area that is the same as your work
Keywords: Analyse Categorise Classify Compare Contrast Discover Dissect Divide Examine Inspect, Simplify Test for Distinguish List Distinction Theme Relationships Function Motive Inference Assumption Conclusion Take part in
Useful Verbs analyse distinguish examine compare contrast investigate categorize identify explain separate advertise
Blooms Level V: Evaluate
Your opinion based on your knowledge & understanding....
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria. Questions: • Do you agree with the actions/outcome…? • What is your opinion of…? • How would you prove/ disprove…? • Can you assess the value or importance of…? • Would it be better if…? • Why did they (the character) choose…? • What would you recommend…? • How would you rate the…? • How would you evaluate…? • How would you compare the ideas…? the people…? • How could you determine…? • What choice would you have made…? • What would you select…? • How would you prioritise…? • How would you justify…? • What judgment would you make about…? • Why was it better that…? • How would you prioritize the facts…? • What would you cite to defend the actions…? • What data was used to make the conclusion…? • What information would you use to support the view…? • Based on what you know, how would you explain…? • Is there a better solution to . . .? • Judge the value of . . .? • Can you defend your position about . . .? • Do you think . . . is a good or a bad thing? • How would you have handled . . .? • What changes to . . . would you recommend? • How would you feel if . . .? • How effective are . . .? • What do you think about . . .?
Keywords: Award Conclude criticise Decide Defend Dispute Evaluate Justify Measure Compare Mark Rate Recommend Select Agree Appraise Opinion Interpret Explain Support Importance, Criteria Prove Disprove, Assess Influence Perceive Value Estimate Deduct Useful Verbs Judge Select Choose Decide Debate Verify Recommend Assess Rate Determine
Blooms Level VI: Creating
Create your own response based on knowledge & understanding...
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Questions: • What changes would you make to solve…? • How would you improve…? • What would happen if…? • Can you elaborate on the reason…? • Can you propose an alternative…? • If you had access to all resources how would you create/respond . . .? • How would you adapt ____________ to create a different…? • How could you change (modify) the plot (plan)…? • What facts can you compile…? • What way would you design…? • What could be combined to improve (change)…? • Suppose you could _____what would you do…? • How would you test…? • Can you formulate a theory for…? • Can you predict the outcome if…? • How would you estimate the results for…? • What could be done to minimize(maximize)…? • Can you construct a model that would change…? • How is _____ related to…? • Can you think for an original way for the…? • What are the parts or features of…? • Why do you think…? • What is the theme…? • What motive is there…? • Can you list the parts…? • What inference can you make…? • What ideas justify…? • What conclusions can you draw…? • How would you classify…? • How would you categorize…? • Can you identify the different parts…? • What evidence can you find…? • What is the relationship between…? • Can you make the distinction between…? • What is the function of...? • Can you design a . . . to . . .? • Can you invent…? • Can you see a possible solution to . . .? • What would happen if . . .? • How many ways can you . . .? • Can you create new and unusual uses for . . .? • Can you write a new recipe for a tasty dish? • Can you develop a proposal which would . . .?
Keywords: Build Choose Combine Compile Compose Construct Create Design Develop Estimate Formulate Invent make up Originate Plan predict Solve Solution Suppose Discuss Modify Change Original Improve Adapt Minimise Maximise Theorise Elaborate Test Happen Useful Verbs Create Invent Compose Predict Construct Design Imagine Propose Devise
