I. KNOWLEDGE (drawing out
factual answers, testing recall and recognition) |
| |
who |
where |
describe |
which one |
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what |
how |
define |
what is the best one |
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why |
match |
choose |
how much |
|
when |
select |
omit |
what does it mean |
II. COMPREHENSION (translating,
interpreting and extrapolating) |
| |
state in your own words |
classify |
which are facts |
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what does this mean |
judge |
is this the same as |
|
give an example |
infer |
select the best definition |
|
condense this paragraph |
show |
what would happen if |
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state in one word |
indicate |
explain what is happening |
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what part doesn't fit |
tell |
explain what is meant |
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what expectations are there |
translate |
read the graph, table |
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what are they saying |
select |
this represents |
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what seems to be |
match |
is it valid that |
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what seems likely |
explain |
show in a graph, table |
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which statements support |
represent |
demonstrate |
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what restrictions would you add |
|
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III. APPLICATION (to situations
that are new, unfamiliar or have a new slant for students) |
| |
predict what would happen if |
explain |
|
choose the best statements that apply |
identify the results of |
|
judge the effects |
select |
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what would result |
tell what would happen |
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tell how, when, where, why |
tell how much change there would be |
IV. ANALYSIS (breaking down
into parts, forms) |
| |
distinguish |
what is the function of |
|
identify |
what's fact, opinion |
|
what assumptions |
what statement is relevant |
|
what motive is there |
related to, extraneous to, not applicable |
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what conclusions |
what does author believe, assume |
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make a distinction |
state the point of view of |
|
what is the premise |
state the point of view of |
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what ideas apply |
what ideas justify conclusion |
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what's the relationship between |
the least essential statements are |
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what's the main idea, theme |
what inconsistencies, fallacies |
|
what literary form is used |
what persuasive technique |
|
implicit in the statement is |
V. SYNTHESIS (combining elements
into a pattern not clearly there before) |
| |
create |
how would you test |
make up |
|
tell |
propose an alternative |
compose |
|
make |
solve the following |
formulate |
|
do |
plan |
how else would you |
|
choose |
design |
state a rule |
|
develop |
|
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VI. EVALUATION (according to some
set of criteria, and state why) |
| |
appraise |
what fallacies, consistencies, inconsistencies appear |
|
judge |
which is more important, moral, better, logical, valid, appropriate |
|
criticize |
find the errors |
|
defend |
compare |
