This document outlines Bloom's Taxonomy, a classification of learning objectives into six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. It defines each level and provides example verbs for common actions at each level. Lower levels like knowledge and comprehension involve recalling or understanding information, while higher levels like synthesis and evaluation involve creating new ideas or critically assessing value. Multiple choice questions test lower levels, while essays, presentations and projects can be evaluated at higher levels using rubrics.

1. Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Bloom’s
Taxonomy

2. Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Definition
Expansion
Creation of new ideas, predict, draw conclusions, relate
knowledge across areas.
Sample Verbs: Integrate, Plan, Create, Compose
Compare Ideas, assess value of theories, make
informed choices, recognized subjectivity
Sample Verbs: Assess, Decide, Measure, Explain
Identify patterns, identification of
components, organization of parts
Sample Verbs: Analyze, Connect, Compare
Use Information, use theories in
applied settings, problem solve
Sample Verbs: Apply, Solve, Examine
Understand information,
Interpret facts
Sample Verbs: Describe, Discuss
Recall information
Sample Verbs: List,
Define, Show, Name

3. Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Multiple-Choice tests tend to
align well with these levels. Basic
questions can align with
Comprehension and Knowledge;
Application questions may be
scenario-based.
Student produces work (e.g., essays,
presentations, short answer
responses) evaluated via application
of a rubric.
Student produces more complex work products
(e.g., presentations, essays, designs, creations)
or engages in a complex process (e.g., critique of
other’s work). Evaluation via rubric.