Teachers and our society in general tend to ask questions in the “knowledge” category 80% to 90% of the time. These questions are not bad, but using them all the time is. Trying to utilize higher order level of questions would encourage a different dimension of thinking. These questions require much more “brain power” and a more extensive and elaborated answers.

Do you think we need to dedicate special attention to these types of questions and increase the use of personal interaction whilst the vast majority of our society is constantly exposed to ‘screens’ and data?

At present, or using the correct terminology, during the present “Technological Revolution” or “Digital Revolution”, are we prepared to wisely use the data we constantly absorb? This would directly link to general ‘productivity’ but it is another “grey area” that needs looking after…

Below are the six question categories as defined by Bloom.



These types of questions test the students’ ability to memorize and to recall terms, facts and details without necessarily understanding the concept.

Key Words: Memorize, Define, Identify, Repeat, Recall, State, Write, List & Name

    • remembering;
    • memorizing;
    • recognizing;
    • recalling identification and
    • recall of information
      • Who, what, when, where, how …?
      • Describe

These questions test the students’ ability to summarize and describe in their own words without necessarily relating it to anything.
Key Words: Describe, Distinguish, Explain, Interpret, Predict, Recognize & Summarize

    • interpreting;
    • translating from one medium to another;
    • describing in one’s own words;
    • organization and selection of facts and ideas
      • Retell…

Application questions encourage students to apply or transfer learning to their own life or to a context different than one in which it was learned.
Key Words: Apply, Compare, Contrast, Demonstrate, Examine, Relate, Solve & Use

    • problem solving;
    • applying information to produce some result;
    • use of facts, rules and principles
      • How is…an example of…?
      • How is…related to…?
      • Why is…significant?

These questions encourage students to break material into parts, describe patterns and relationships among parts, to subdivide information and to show how it is put together.
Key Words: Analyze, Differentiate, Distinguish, Explain, Infer, Relate, Research & Separate

    • subdividing something to show how it is put together;
    • finding the underlying structure of a communication;
    • identifying motives;
    • separation of a whole into component parts
      • What are the parts or features of…?
      • Classify…according to…
      • Outline/diagram…
      • How does…compare/contrast with…?
      • What evidence can you list for…?

These questions encourage students create something new by using a combination of ideas from different sources to form a new whole.
Key Words: Arrange, Combine, Create, Design, Develop Formulate, Integrate & Organize

    • creating a unique, original product that may be in verbal form or may be a physical object;
    • combination of ideas to form a new whole
      • What would you predict/infer from…?
      • What ideas can you add to…?
      • How would you create/design a new…?
      • What might happen if you combined…?
      • What solutions would you suggest for…?

Evaluation questions encourage students to develop opinions and make value decisions about issues based on specific criteria.
Key Words: Assess, Critique, Determine, Evaluate, Judge, Justify, Measure & Recommend

    • making value decisions about issues;
    • resolving controversies or differences of opinion;
    • development of opinions, judgements or decisions
      • Do you agree…?
      • What do you think about…?
      • What is the most important…?
      • Place the following in order of priority…
      • How would you decide about…?
      • What criteria would you use to assess…?


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