{"id":22823,"date":"2022-01-04T16:00:50","date_gmt":"2022-01-04T12:00:50","guid":{"rendered":"https:\/\/www.ispringsolutions.com\/blog\/?p=22823"},"modified":"2026-03-05T13:37:07","modified_gmt":"2026-03-05T09:37:07","slug":"what-is-blooms-taxonomy-and-how-can-it-boost-your-knowledge-assessment","status":"publish","type":"post","link":"https:\/\/www.ispringsolutions.com\/blog\/what-is-blooms-taxonomy","title":{"rendered":"What Is Bloom’s Taxonomy and How Can It Boost Your Knowledge Assessment?"},"content":{"rendered":"

How can you create fair, yet challenging tests that accurately gauge learners\u2019 knowledge? One way to do this is with the help of Bloom\u2019s Taxonomy.<\/p>\n

In this article, we\u2019ll explain how Bloom\u2019s taxonomy works and how you can leverage it to provide effective assessments<\/a>.<\/p>\n

TL;DR<\/h2>\n

Bloom\u2019s Taxonomy is an educational framework used to design assessments that accurately gauge learners\u2019 knowledge and skills by structuring questions across six hierarchical levels \u2014 from basic knowledge and comprehension to application, analysis, synthesis, and evaluation. Developed by Benjamin Bloom in 1956, it helps educators determine which topics learners struggle with and whether they can apply what they\u2019ve learned. The article explains how to write effective test questions for each level using specific action verbs and how to sequence questions so learners progress logically through increasing levels of cognitive complexity. Using Bloom\u2019s Taxonomy ensures that tests measure understanding and practical ability, not just recall.<\/span><\/p>\n

What Is Bloom\u2019s Taxonomy?<\/h2>\n

Bloom\u2019s Taxonomy is a framework that helps check knowledge that learners gain through eLearning courses, webinars, and live training sessions. Assessments created following the principles of Bloom\u2019s Taxonomy show which topics are difficult for the learner to comprehend and whether they are ready to put their new knowledge into practice.<\/p>\n

The Importance of Bloom\u2019s Taxonomy<\/h2>\n

Benjamin Bloom<\/a> developed this theory in 1956. The concept is based on the idea that learning is a sequential process. It consists of 6 levels: knowledge, comprehension, application, analysis, synthesis, and evaluation<\/strong>. Each level builds on the previous one: comprehension is impossible without knowledge, application is dependent upon comprehension, and so on. For example, if a person doesn\u2019t know what a hammer is, they won\u2019t understand how to drive a nail with it.<\/p>\n

According to Bloom, training evaluation also touches each of these levels, proceeding from simple to complex: from knowledge to skill assessment. For example, it is important to check how well a salesperson has learned the theory of sales techniques. If they commit errors on basic concepts, it\u2019s pointless to test their skills.<\/p>\n

How to Use Bloom\u2019s Taxonomy in Test Writing<\/h2>\n

Benjamin Bloom found that when questions are written in a complicated or inaccurate manner, the learner might answer them incorrectly even if they had studied the material well. To prevent this, the scientist suggested using specific action verbs in questions for each level of assessment. They help a trainer or teacher word a question correctly, provide an objective knowledge check, and allow the learner to understand what is expected of them in this task.<\/p>\n

\n\n\n\n\n\n\n\n\n
Bloom\u2019s Taxonomy Action Verbs<\/caption>\n
Level<\/strong><\/td>\nVerbs<\/strong><\/td>\nWhat it checks<\/strong><\/td>\nTask example<\/strong><\/td>\n<\/tr>\n
Knowledge<\/td>\nDefine, describe, name, identify, select, match, choose the correct answer, list, provide a definition, repeat<\/td>\nThis level shows who has learned new information and who hasn\u2019t. It also helps find weak points in the course \u2013 where information and details are missing.<\/td>\nChoose what ADDIE stands for.<\/td>\n<\/tr>\n
Comprehension<\/td>\nExplain, compare, generalize, find, paraphrase, give an example, describe, estimate, infer, rewrite<\/td>\nThis level helps check whether the learner has simply learned the material by heart or if they truly understood the topic. It also shows if your course lacks explanations and details.<\/td>\nFind the processes that refer to the Analysis phase of the ADDIE model.<\/td>\n<\/tr>\n
Application<\/td>\nApply, decide, calculate, use, modify, transform, classify, arrange, discover, demonstrate, prepare, produce, write<\/td>\nThis level checks if the learner can apply new knowledge in practice. It also shows if the course lacks practical value.<\/td>\nMake up an example of a training goal that can be set at the Analysis stage.<\/td>\n<\/tr>\n
Analysis + Synthesis<\/td>\nCompare, contrast, separate, change, find, collect, combine, summarize, group, match, collect, set up<\/td>\nQuestions on these levels make the learner go beyond the instructions and figure out the situation themselves.<\/td>\nMatch the phases of ADDIE with what they address.<\/td>\n<\/tr>\n
Evaluation<\/td>\nJustify, judge, recommend, rate, evaluate, relate, predict, appraise, argue, support<\/td>\nThis level checks if the learner can come up with a new solution based on new information, evaluate the situation, and act independently.<\/td>\nDraw a conclusion on how the ADDIE model can be useful for instructional designers.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

The action verbs from Bloom\u2019s taxonomy will help you write test questions correctly. Download the chart \u2192<\/a><\/p>\n

The 6 Levels of Bloom\u2019s Taxonomy and How to Apply Them in Quiz Creation<\/h2>\n

To check learners\u2019 knowledge effectively, Bloom suggests creating six types of questions. Each type corresponds to a specific taxonomy level. For example, you can first check how well the person learned the material, then find out what they understood, learn what knowledge they can apply, and so on.<\/p>\n

If the learner answers the first type of questions correctly, they get access to the questions of the next level. If the learner makes a mistake, they have to revise the material and take the test again.<\/p>\n

Example.<\/strong> When answering the first group of questions, James gave 4 correct answers out of 10. The main objective of these questions was to check how well he had learned the material from the course. Because Jack failed more than half of the questions, there\u2019s no use testing him further and checking his practical skills. It will be best if the test automatically sends him to the beginning of the course for retraining or provides additional information on problematic issues.<\/p>\n

Quick tip.<\/strong> You can set up branching for your courses and quizzes with the iSpring Suite<\/a> authoring toolkit. If the learner answers incorrectly, they can be automatically redirected to the theory block.<\/p>\n

Read this article on branching scenarios<\/a> to learn how you can easily create nonlinear courses and tests with iSpring.<\/p>\n

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\"\"<\/a><\/div>\n
Don\u2019t just read about Bloom \u2014 apply it in your course<\/div>\n
Learn to create quizzes, role-plays, and assessments \u2014 and build your own course in 20 step-by-step lessons.<\/div>\n
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Register now<\/a><\/div>\n
5 free lessons to try<\/a> \u2192<\/span><\/div>\n<\/div>\n<\/div>\n
\"\"<\/div>\n<\/div>\n

Bloom\u2019s Taxonomy Level 1: Test Knowledge<\/h2>\n

What Bloom\u2019s theory says.<\/strong> At the \u201cKnowledge\u201d stage, it\u2019s important to check how well a student learned new information: specific facts, dates, and terms. If they know the answers, you can test them further.<\/p>\n

How to write test questions.<\/strong> Use verbs like \u201cdefine,\u201d \u201cdescribe,\u201d \u201cname,\u201d \u201cselect,\u201d \u201cshow,\u201d \u201cprovide a definition,\u201d or \u201cchoose the correct answer\u201d because they are concrete and the learner clearly understands what is expected of them in this question.<\/p>\n

Examples<\/h3>\n

This question is structured according to the rules of Bloom\u2019s Taxonomy: we used the action verb \u201cchoose.\u201d<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

The question is worded correctly \u2013 it excludes the possibility of a \u201cdouble bottom.\u201d The structure of the question leaves no room for doubt: there is only one correct answer.<\/p>\n<\/div>\n<\/div>\n

The question below is not written according to the rules of Bloom\u2019s Taxonomy. Because of incorrect question wording, the learner got confused and made a mistake.<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

The learner has chosen the right definition of the ADDIE model, but the quiz creator meant to get the second answer, which is also correct, so the learner\u2019s choice appeared to be false. Such situations may lead to learners losing motivation for learning because their efforts didn\u2019t yield the expected result.<\/p>\n

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Too much to read? Get a summary from AI<\/h3>\n \n
\n ChatGPT<\/a>\n Claude<\/a>\n Perplexity<\/a>\n <\/div>\n<\/div><\/span><\/p>\n

Bloom\u2019s Taxonomy Level 2: Check Comprehension<\/span><\/h2>\n<\/div>\n<\/div>\n

What Bloom\u2019s theory says.<\/strong> At the \u201cComprehension\u201d level, a test helps check if the learner can go beyond basic recall and has understood the meaning and correlation of the key concepts.<\/p>\n

How to write test questions.<\/strong> Use verbs like \u201cexplain,\u201d \u201cfind,\u201d \u201cdefine,\u201d \u201ccompare,\u201d \u201cparaphrase,\u201d or \u201cgeneralize.\u201d To answer such questions, the learner must not only know the terms, but also understand the concept.<\/p>\n

Examples<\/h3>\n

This question is written according to the rules of Bloom\u2019s Taxonomy. We have used the action verb \u201cfind.\u201d<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

The appropriate wording of a question helps to check if the learner understands the material, and a verb explains what is required of the test taker.<\/p>\n<\/div>\n<\/div>\n

The following question is not written according to the rules of Bloom\u2019s Taxonomy. Because of the confusing wording, the learner made a mistake.<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

It\u2019s not clear from the question what the learner needs to do. They didn\u2019t understand that they could choose several options and provided a partially correct answer.<\/p>\n<\/div>\n<\/div>\n

Bloom\u2019s Taxonomy Level 3: Test Knowledge in Practice<\/h2>\n

What Bloom\u2019s theory says.<\/strong> The third type of question focuses on Application. They help test the learner\u2019s ability to put the acquired knowledge into action.<\/p>\n

How to write test questions.<\/strong> These questions should start with verbs like \u201capply,\u201d \u201cdecide,\u201d \u201ccalculate,\u201d \u201cuse,\u201d \u201ctransform,\u201d \u201cchange,\u201d or \u201cmake up.\u201d They help simulate an actual situation and nudge students to show that they can apply the information that they\u2019ve learned.<\/p>\n

Examples<\/h3>\n

The question below is composed according to the rules of Bloom\u2019s Taxonomy. We\u2019ve used the action verb \u201cmake up.\u201d<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

Here, \u201cmake up an example\u201d implies a specific action that the learner needs to perform to gain points.<\/p>\n<\/div>\n<\/div>\n

The following question is not created according to the rules of Bloom\u2019s Taxonomy. Because of incorrect question wording, the learner got confused and didn\u2019t provide a satisfactory answer.<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

The task is worded incorrectly. It\u2019s not clear what the instructor expects to see in the reply: what kind of goals can be set or examples of goals.<\/p>\n<\/div>\n<\/div>\n

Bloom\u2019s Taxonomy Levels 4 and 5: See if the Learner Can Improvise<\/h2>\n

What Bloom\u2019s theory says.<\/strong> In some cases, it\u2019s impossible to work by following a script or instructions strictly. To answer a question, the learner needs to analyze a situation. This skill is tested at the \u201canalysis\u201d and \u201csynthesis\u201d levels of Bloom\u2019s taxonomy.<\/p>\n

How to write test questions.<\/strong> Use the following action verbs: \u201ccompare,\u201d \u201ccontrast,\u201d \u201chighlight,\u201d \u201cmatch,\u201d \u201csort,\u201d \u201cfind,\u201d \u201csummarize,\u201d and \u201cgroup.\u201d Such questions push the learner to come up with their own solution instead of looking for ready-made answers.<\/p>\n

Examples<\/h3>\n

The matching question<\/a> below is written according to the rules of Bloom\u2019s Taxonomy. We have used the action verb \u201cmatch.\u201d<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

The question is formulated correctly: it makes the learner take clear actions. At the \u201canalysis\u201d and \u201csynthesis\u201d levels, the learner needs to extract the necessary information from learning materials and build logical connections on their own.<\/p>\n<\/div>\n<\/div>\n

This question is not written according to the rules of Bloom\u2019s Taxonomy. Because of inappropriate wording, the learner became confused and made a mistake.<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

This question is similar to the previous one, but the learner couldn\u2019t deal with it effectively, perhaps because of inappropriate wording. The question doesn\u2019t explain what exactly needs to be done in order to score points.<\/p>\n<\/div>\n<\/div>\n

Bloom\u2019s Taxonomy Level 6: Check if the Learner Can Make Decisions<\/h2>\n

What Bloom\u2019s theory says.<\/strong> At the \u201cevaluation\u201d level, you need to check if the learner is sufficiently immersed in the topic and can make decisions based on the new information. If you\u2019re going to assess management skills, this type of question is a must.<\/p>\n

How to write test questions.<\/strong> These questions should start with \u201cconclude,\u201d \u201cprove,\u201d \u201cjustify,\u201d \u201cjudge,\u201d \u201ccheck,\u201d \u201cevaluate,\u201d and recommend.\u201d At this level, it\u2019s essential to use \u201cessay\u201d type questions. In this way, the learner won\u2019t have any clues to look at \u2014 they will only be able to rely on their own knowledge and skills.<\/p>\n

Examples<\/h3>\n

The question below is formulated according to the rules of Bloom\u2019s Taxonomy. We used the action verb \u201cdraw a conclusion.\u201d<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

\u201cEvaluation\u201d level questions typically don\u2019t have right or wrong replies. However, the way the learner answers will let you know how they can evaluate a situation and come up with new solutions. Such questions are aimed at making a person express their view on an issue.<\/p>\n<\/div>\n<\/div>\n

This question is not written according to the rules of Bloom\u2019s Taxonomy. Because of inappropriate wording, the learner became confused and made a mistake.<\/p>\n

\"Bloom\u2019s<\/p>\n
\n

This question is not prompting reasoning. The learner can give a correct answer, but they won\u2019t open up the issue, because the wording of the question doesn\u2019t require it.<\/p>\n<\/div>\n<\/div>\n

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