Bloom's+Taxonomy

Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell ** Bloom's Taxonomy **


 * [[image:http://www.odu.edu/educ/roverbau/Bloom/fx_Bloom_New.jpg width="281" height="243" align="center" caption="NewBloom Triangle"]]

**New Version** || In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95% of the tests students encounter require them to think at the lowest possible level, the recall of information. || **Old Version** || Bloom concluded that although the answers to the questions are important to the health of subject areas, such as science, the continued existence of learning and areas is determined by the development of new questions, to guide and future thinking learning, and exploration. The relationship between questions and answers is so important that true learning cannot exist if the two are separated. (Rosner, Jennifer Theology and the Christian Life, 2011.)
 * **Remembering** **:** can the student recall or remember the information? |||| define, duplicate, list, memorize, recall, repeat, reproduce, state. ||
 * **Understanding:** can the student explain ideas or concepts? |||| classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase ||
 * **Applying** : can the student use the information in a new way? |||| choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. ||
 * **Analyzing** : can the student distinguish between the different parts? |||| appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. ||
 * **Evaluating** : can the student justify a stand or decision? |||| appraise, argue, defend, judge, select, support, value, evaluate ||
 * **Creating** : can the student create new product or point of view? |||| assemble, construct, create, design, develop, formulate, write. ||

**Applying Blooms Taxonomy: **

** KNOWLEDGE **

 list  describe  relate  locate  write  find  state  name || What happened after...?  How many...?  Who was it that...?  Can you name the...?  Describe what happened at...?  Who spoke to...? <span style="color: #000080; font-family: Verdana,arial;"> Can you tell why...? <span style="color: #000080; font-family: Verdana,arial;"> Find the meaning of...? <span style="color: #000080; font-family: Verdana,arial;"> What is...? <span style="color: #000080; font-family: Verdana,arial;"> Which is true or false...? || <span style="color: #000080; font-family: Verdana,arial;">Make a list of the main events.. <span style="color: #000080; font-family: Verdana,arial;"> Make a timeline of events. <span style="color: #000080; font-family: Verdana,arial;"> Make a facts chart. <span style="color: #000080; font-family: Verdana,arial;"> Write a list of any pieces of information you can remember. <span style="color: #000080; font-family: Verdana,arial;"> List all the .... in the story. <span style="color: #000080; font-family: Verdana,arial;"> Make a chart showing... <span style="color: #000080; font-family: Verdana,arial;"> Make an acrostic. <span style="color: #000080; font-family: Verdana,arial;"> Recite a poem. ||
 * **<span style="color: #000080; font-family: Verdana,arial;">Useful Verbs ** || **<span style="color: #000080; font-family: Verdana,arial;">Sample Question Stems ** || **<span style="color: #000080; font-family: Verdana,arial;">Potential activities and products ** ||
 * <span style="color: #000080; font-family: Verdana,arial;">tell


 * COMPREHENSION **

<span style="color: #000080; font-family: Verdana,arial;"> interpret <span style="color: #000080; font-family: Verdana,arial;"> outline <span style="color: #000080; font-family: Verdana,arial;"> discuss <span style="color: #000080; font-family: Verdana,arial;"> distinguish <span style="color: #000080; font-family: Verdana,arial;"> predict <span style="color: #000080; font-family: Verdana,arial;"> restate <span style="color: #000080; font-family: Verdana,arial;"> translate <span style="color: #000080; font-family: Verdana,arial;"> compare <span style="color: #000080; font-family: Verdana,arial;"> describe || <span style="color: #000080; font-family: Verdana,arial;">Can you write in your own words...? <span style="color: #000080; font-family: Verdana,arial;"> Can you write a brief outline...? <span style="color: #000080; font-family: Verdana,arial;"> What do you think could of happened next...? <span style="color: #000080; font-family: Verdana,arial;"> Who do you think...? <span style="color: #000080; font-family: Verdana,arial;"> What was the main idea...? <span style="color: #000080; font-family: Verdana,arial;"> Who was the key character...? <span style="color: #000080; font-family: Verdana,arial;"> Can you distinguish between...? <span style="color: #000080; font-family: Verdana,arial;"> What differences exist between...? <span style="color: #000080; font-family: Verdana,arial;"> Can you provide an example of what you mean...? <span style="color: #000080; font-family: Verdana,arial;"> Can you provide a definition for...? || <span style="color: #000080; font-family: Verdana,arial;">Cut out or draw pictures to show a particular event. <span style="color: #000080; font-family: Verdana,arial;"> Illustrate what you think the main idea was. <span style="color: #000080; font-family: Verdana,arial;"> Make a cartoon strip showing the sequence of events. <span style="color: #000080; font-family: Verdana,arial;"> Write and perform a play based on the story. <span style="color: #000080; font-family: Verdana,arial;"> Retell the story in your words. <span style="color: #000080; font-family: Verdana,arial;"> Paint a picture of some aspect you like. <span style="color: #000080; font-family: Verdana,arial;"> Write a summary report of an event. <span style="color: #000080; font-family: Verdana,arial;"> Prepare a flow chart to illustrate the sequence of events. <span style="color: #000080; font-family: Verdana,arial;"> Make a colouring book. ||
 * <span style="color: #000080; font-family: Verdana,arial;">Useful Verbs || <span style="color: #000080; display: block; font-family: Verdana,arial; text-align: center;">Sample Question Stems || <span style="color: #000080; font-family: Verdana,arial;">Potential activities and products ||
 * <span style="color: #000080; font-family: Verdana,arial;">explain

** APPLICATION **

<span style="color: #000080; font-family: Verdana,arial;"> show <span style="color: #000080; font-family: Verdana,arial;"> use <span style="color: #000080; font-family: Verdana,arial;"> illustrate <span style="color: #000080; font-family: Verdana,arial;"> construct <span style="color: #000080; font-family: Verdana,arial;"> complete <span style="color: #000080; font-family: Verdana,arial;"> examine <span style="color: #000080; font-family: Verdana,arial;"> classify || <span style="color: #000080; font-family: Verdana,arial;">Do you know another instance where...? <span style="color: #000080; font-family: Verdana,arial;"> Could this have happened in...? <span style="color: #000080; font-family: Verdana,arial;"> Can you group by characteristics such as...? <span style="color: #000080; font-family: Verdana,arial;"> What factors would you change if...? <span style="color: #000080; font-family: Verdana,arial;"> Can you apply the method used to some experience of your own...? <span style="color: #000080; font-family: Verdana,arial;"> What questions would you ask of...? <span style="color: #000080; font-family: Verdana,arial;"> From the information given, can you develop a set of instructions about...? <span style="color: #000080; font-family: Verdana,arial;"> Would this information be useful if you had a ...? || <span style="color: #000080; font-family: Verdana,arial;">Construct a model to demonstrate how it will work. <span style="color: #000080; font-family: Verdana,arial;"> Make a diorama to illustrate an important event. <span style="color: #000080; font-family: Verdana,arial;"> Make a scrapbook about the areas of study. <span style="color: #000080; font-family: Verdana,arial;"> Make a paper-mache map to include relevant information about an event. <span style="color: #000080; font-family: Verdana,arial;"> Take a collection of photographs to demonstrate a particular point. <span style="color: #000080; font-family: Verdana,arial;"> Make up a puzzle game suing the ideas from the study area. <span style="color: #000080; font-family: Verdana,arial;"> Make a clay model of an item in the material. <span style="color: #000080; font-family: Verdana,arial;"> Design a market strategy for your product using a known strategy as a model. <span style="color: #000080; font-family: Verdana,arial;"> Dress a doll in national costume. <span style="color: #000080; font-family: Verdana,arial;"> Paint a mural using the same materials. <span style="color: #000080; font-family: Verdana,arial;"> Write a textbook about... for others. ||
 * <span style="color: #000080; font-family: Verdana,arial;">Useful Verbs || <span style="color: #000080; display: block; font-family: Verdana,arial; text-align: center;">Sample Question Stems || <span style="color: #000080; font-family: Verdana,arial;">Potential activities and products ||
 * <span style="color: #000080; font-family: Verdana,arial;">solve

** ANALYSIS **

<span style="color: #000080; font-family: Verdana,arial;"> distinguish <span style="color: #000080; font-family: Verdana,arial;"> examine <span style="color: #000080; font-family: Verdana,arial;"> compare <span style="color: #000080; font-family: Verdana,arial;"> contrast <span style="color: #000080; font-family: Verdana,arial;"> investigate <span style="color: #000080; font-family: Verdana,arial;"> categorise <span style="color: #000080; font-family: Verdana,arial;"> identify <span style="color: #000080; font-family: Verdana,arial;"> explain <span style="color: #000080; font-family: Verdana,arial;"> separate <span style="color: #000080; font-family: Verdana,arial;"> advertise || <span style="color: #000080; font-family: Verdana,arial;">Which events could have happened...? <span style="color: #000080; font-family: Verdana,arial;"> I ... happened, what might the ending have been? <span style="color: #000080; font-family: Verdana,arial;"> How was this similar to...? <span style="color: #000080; font-family: Verdana,arial;"> What was the underlying theme of...? <span style="color: #000080; font-family: Verdana,arial;"> What do you see as other possible outcomes? <span style="color: #000080; font-family: Verdana,arial;"> Why did ... changes occur? <span style="color: #000080; font-family: Verdana,arial;"> Can you compare your ... with that presented in...? <span style="color: #000080; font-family: Verdana,arial;"> Can you explain what must have happened when...? <span style="color: #000080; font-family: Verdana,arial;"> How is ... similar to ...? <span style="color: #000080; font-family: Verdana,arial;"> What are some of the problems of...? <span style="color: #000080; font-family: Verdana,arial;"> Can you distinguish between...? <span style="color: #000080; font-family: Verdana,arial;"> What were some of the motives behind...? <span style="color: #000080; font-family: Verdana,arial;"> What was the turning point in the game? <span style="color: #000080; font-family: Verdana,arial;"> What was the problem with...? || <span style="color: #000080; font-family: Verdana,arial;">Design a questionnaire to gather information. <span style="color: #000080; font-family: Verdana,arial;"> Write a commercial to sell a new product. <span style="color: #000080; font-family: Verdana,arial;"> Conduct an investigation to produce information to support a view. <span style="color: #000080; font-family: Verdana,arial;"> Make a flow chart to show the critical stages. <span style="color: #000080; font-family: Verdana,arial;"> Construct a graph to illustrate selected information. <span style="color: #000080; font-family: Verdana,arial;"> Make a jigsaw puzzle. <span style="color: #000080; font-family: Verdana,arial;"> Make a family tree showing relationships. <span style="color: #000080; font-family: Verdana,arial;"> Put on a play about the study area. <span style="color: #000080; font-family: Verdana,arial;"> Write a biography of the study person. <span style="color: #000080; font-family: Verdana,arial;"> Prepare a report about the area of study. <span style="color: #000080; font-family: Verdana,arial;"> Arrange a party. Make all the arrangements and record the steps needed. <span style="color: #000080; font-family: Verdana,arial;"> Review a work of art in terms of form, colour and texture. ||
 * <span style="color: #000080; font-family: Verdana,arial;">Useful Verbs || <span style="color: #000080; display: block; font-family: Verdana,arial; text-align: center;">Sample Question Stems || <span style="color: #000080; font-family: Verdana,arial;">Potential activities and products ||
 * <span style="color: #000080; font-family: Verdana,arial;">analyse

** SYNTHESIS **

<span style="color: #000080; font-family: Verdana,arial;"> invent <span style="color: #000080; font-family: Verdana,arial;"> compose <span style="color: #000080; font-family: Verdana,arial;"> predict <span style="color: #000080; font-family: Verdana,arial;"> plan <span style="color: #000080; font-family: Verdana,arial;"> construct <span style="color: #000080; font-family: Verdana,arial;"> design <span style="color: #000080; font-family: Verdana,arial;"> imagine <span style="color: #000080; font-family: Verdana,arial;"> propose <span style="color: #000080; font-family: Verdana,arial;"> devise <span style="color: #000080; font-family: Verdana,arial;"> formulate || <span style="color: #000080; font-family: Verdana,arial;">Can you design a ... to ...? <span style="color: #000080; font-family: Verdana,arial;"> Why not compose a song about...? <span style="color: #000080; font-family: Verdana,arial;"> Can you see a possible solution to...? <span style="color: #000080; font-family: Verdana,arial;"> If you had access to all resources how would you deal with...? <span style="color: #000080; font-family: Verdana,arial;"> Why don't you devise your own way to deal with...? <span style="color: #000080; font-family: Verdana,arial;"> What would happen if...? <span style="color: #000080; font-family: Verdana,arial;"> How many ways can you...? <span style="color: #000080; font-family: Verdana,arial;"> Can you create new and unusual uses for...? <span style="color: #000080; font-family: Verdana,arial;"> Can you write a new recipe for a tasty dish? <span style="color: #000080; font-family: Verdana,arial;"> can you develop a proposal which would... || <span style="color: #000080; font-family: Verdana,arial;">Invent a machine to do a specific task. <span style="color: #000080; font-family: Verdana,arial;"> Design a building to house your study. <span style="color: #000080; font-family: Verdana,arial;"> Create a new product. Give it a name and plan a marketing campaign. <span style="color: #000080; font-family: Verdana,arial;"> Write about your feelings in relation to... <span style="color: #000080; font-family: Verdana,arial;"> Write a TV show, play, puppet show, role play, song or pantomime about...? <span style="color: #000080; font-family: Verdana,arial;"> Design a record, book, or magazine cover for...? <span style="color: #000080; font-family: Verdana,arial;"> Make up a new language code and write material suing it. <span style="color: #000080; font-family: Verdana,arial;"> Sell an idea. <span style="color: #000080; font-family: Verdana,arial;"> Devise a way to... <span style="color: #000080; font-family: Verdana,arial;"> Compose a rhythm or put new words to a known melody. ||
 * <span style="color: #000080; display: block; font-family: Verdana,arial; text-align: center;">Useful Verbs || <span style="color: #000080; display: block; font-family: Verdana,arial; text-align: center;">Sample Question Stems || <span style="color: #000080; font-family: Verdana,arial;">Potential activities and products ||
 * <span style="color: #000080; font-family: Verdana,arial;">create

** EVALUATION **

<span style="color: #000080; font-family: Verdana,arial;"> select <span style="color: #000080; font-family: Verdana,arial;"> choose <span style="color: #000080; font-family: Verdana,arial;"> decide <span style="color: #000080; font-family: Verdana,arial;"> justify <span style="color: #000080; font-family: Verdana,arial;"> debate <span style="color: #000080; font-family: Verdana,arial;"> verify <span style="color: #000080; font-family: Verdana,arial;"> argue <span style="color: #000080; font-family: Verdana,arial;"> recommend <span style="color: #000080; font-family: Verdana,arial;"> assess <span style="color: #000080; font-family: Verdana,arial;"> discuss <span style="color: #000080; font-family: Verdana,arial;"> rate <span style="color: #000080; font-family: Verdana,arial;"> prioritise <span style="color: #000080; font-family: Verdana,arial;"> determine || <span style="color: #000080; font-family: Verdana,arial;">Is there a better solution to... <span style="color: #000080; font-family: Verdana,arial;"> Judge the value of... <span style="color: #000080; font-family: Verdana,arial;"> Can you defend your position about...? <span style="color: #000080; font-family: Verdana,arial;"> Do you think ... is a good or a bad thing? <span style="color: #000080; font-family: Verdana,arial;"> How would you have handled...? <span style="color: #000080; font-family: Verdana,arial;"> What changes to ... would you recommend? <span style="color: #000080; font-family: Verdana,arial;"> Do you believe? <span style="color: #000080; font-family: Verdana,arial;"> Are you a ... person? <span style="color: #000080; font-family: Verdana,arial;"> How would you feel if...? <span style="color: #000080; font-family: Verdana,arial;"> How effective are...? <span style="color: #000080; font-family: Verdana,arial;"> What do you think about...? || <span style="color: #000080; font-family: Verdana,arial;">Prepare a list of criteria to judge a ... show. Indicate priority and ratings. <span style="color: #000080; font-family: Verdana,arial;"> Conduct a debate about an issue of special interest. <span style="color: #000080; font-family: Verdana,arial;"> Make a booklet about 5 rules you see as important. Convince others. <span style="color: #000080; font-family: Verdana,arial;"> Form a panel to discuss views, eg "Learning at School." <span style="color: #000080; font-family: Verdana,arial;"> Write a letter to ... advising on changes needed at... <span style="color: #000080; font-family: Verdana,arial;"> Write a half yearly report. <span style="color: #000080; font-family: Verdana,arial;"> Prepare a case to present your view about... ||
 * <span style="color: #000080; font-family: Verdana,arial;">Useful Verbs || <span style="color: #000080; display: block; font-family: Verdana,arial; text-align: center;">Sample Question Stems || <span style="color: #000080; font-family: Verdana,arial;">Potential activities and products ||
 * <span style="color: #000080; font-family: Verdana,arial;">judge

Bloom's Taxonomy has been used in many different ways. It's timelessness has made it intriguing. in the 1990's it was revised in order to make it more relevant. the author spent 6 years completing it and putting substantial time in to make it complete. one of the things that has changed over time is the words used to describe each phase. The new revisions have been met with significant controversy. http://english.hyde.wikispaces.net/file/view/BloomsTaxonomy+Revised+Version%5B1%5D.pdf

Bloom's Taxonomy can be an extremely useful tool when developing questions to ask students in the classroom. It provides a guideline for creating the kinds of questions and assessments that will develop students into critical thinkers and learners. For the most part, teachers draw from the first two steps of the taxonomy (Knowledge and Comprehension) which only asks the students to recall and regurgitate information that has been given to them. This process never challenges students to think abstractly, critically, or analytically and therefore does not facilitate the most ideal learning environment. As teachers, it is our duty to utilize all of the steps of Bloom’s taxonomy in order to challenge our students to be lifelong learners and use their own minds to understand and take part in teaching themselves. That way, they will never have to rely on others to teach them, but they can constantly be learning through their own minds, efforts, and perseverance. Teachers are supposed to not only teach students information, but they are charged with the responsibility to teach their students how to learn by studying, analyzing, creating, predicting, assessing, justifying, debating, examining, investigating, and ultimately asking their own questions and seeking the answers to those questions. If teachers do not utilize the different levels of Bloom’s Taxonomy in their classroom, then they are failing in teaching their students how to learn and study on their own. Without these tools, a student will only know how to recall and regurgitate information instead of going deeper.
 * Using Bloom's Taxonomy in the Classroom:**

**The Three Types of Learning:** There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities: Cognitive - This involves knowledge and the development of intellectual skills. It also includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. This takes place throughout the lesson and is implemented via the transfer of knowledge from the educator to the student. Comprehension of the new knowledge can be checked via various questions asked throughout the lesson along with observing how the student integrates the new knowledge with the previously acquired information.
 * **Cognitive**: mental skills (//Knowledge//)
 * **Affective**: growth in feelings or emotional areas (//Attitude//)
 * **Psychomotor**: manual or physical skills (//Skills//)

Affective - This domain is much different than the cognitive because it deals with the manner in which the students deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The Affective domain is important because it deals with the emotions which take place in the classroom. It helps the students become aware of what they are learning on a deeper level and helps them to recognize the affect that knowledge acquisition has on them as a whole person.

The Affective domain (e.g., Krathwhol, Bloom & Masia, 1964) consisted of behaviors corresponding to: attitudes of awareness, interest, attention, concern, and responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study. This domain relates to emotions, attitudes, appreciations, and values, such as enjoying, conserving, respecting, and supporting.

Psychomotor - The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. This particular domain is used more specifically in the area of physical education and sometimes in music (although the development is slightly altered to fit music lessons).However, it can be used in other subjects, for example turning tough spellings words into a song and dance in order to help a child remember.

Although not part of the original work by Bloom, others went on to complete the definition of psychomotor taxonomies. For example, Harrow (1972) proposed these six levels: Reflex (objectives not usually written at this "low" level), Fundamental movements - applicable mostly to young children (crawl, run, jump, reach, change direction), Perceptual abilities (catch, write, balance, distinguish, manipulate), Physical abilities (stop, increase, move quickly, change, react), Skilled movements (play, hit, swim, dive, use), and Non-discursive communication (express, create, mime, design, interpret).

It is important to acknowledge the three domains in which students learn because it is in these domains which Blooms Taxonomy takes place.

The significance of the work of Bloom and others on taxonomies was that it was the first attempt to classify learning behaviors and provide concrete measures for identifying different levels of learning. The development of taxonomies is closed related to the use of instructional objectives and the systematic design of instructional programs (see [|Gagne], [|Merrill] or [|Mager] ).

**How can the use of Bloom's taxonomy benefit your students, including those with special needs?**

<span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">There is an implied hierarchy to Bloom's categories, with knowledge representing the simplest level of cognition and the evaluation category representing the highest and most complex level. Teachers can identify the level of chosen classroom objectives and create assessments to match those levels. One can write items for any given level. With objectively scored item formats, it is fairly simple to tap lower levels of Bloom's taxonomy and more difficult, but not impossible, to measure at higher levels. By designing items to tap into teacher-chosen levels of cognitive complexity, classroom assessments increase validity. <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Teachers should not worry too much about the fine distinctions between the six levels as defined by Bloom. For example, comprehension and application are commonly treated as synonymous as it is the ability to apply what is learned that indicates comprehension (Phye, 1997). Most classroom testing theorists and classroom teachers today pay the most attention to the distinction between the knowledge level and all the rest of the levels. Most teachers, except at introductory stages of brand new areas, prefer to teach and measure to objectives that are above the knowledge level. <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">[|<< Top]

**Choosing the appropriate Bloom level for test items**

<span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Teachers choose the appropriate cognitive level for classroom objectives and a quality assessment is designed to measure how well those objectives have been met. Most items written by teachers and those on pre-written tests packaged with textbooks and teaching kits are at the knowledge level. Most researchers consider this unfortunate because classroom objectives should be, and usually are, at higher cognitive levels than simply memorizing information. When new material is being introduced, however (and at any age, pre-school through advanced professional training) an assessment probably should include at least a check that basic new facts have been learned. When teachers decide to measure beyond the knowledge level, the appropriate level for items depends on the developmental level of students. The cognitive level of students, particularly their ability to think and understand abstractly and their ability to solve problems using multiple steps, should determine the best level for classroom objectives, and, therefore, the best level for test items. Researchers believe that teachers should test over what they teach in the same way that they teach it. <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">[|<< Top]

**How can you write test items using Bloom's taxonomy?**

<span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Teachers can follow these guidelines for creating items or tasks that require the type of thinking which defines each level of Bloom's taxonomy:


 * Cognitive Level || Test Item Example || Characteristics of Test Items ||
 * 1. Knowledge || Who wrote The Great Gatsby?# <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Faulkner

Requires such skills as recall, recognition, repeating back. || Requires such skills as paraphrasing, summarizing, and explaining. || Requires such skills as performing operations and solving problems. || Requires such skills as outlining, listening, logic and observation. || Requires such skills as organization, design and creativity. ||
 * 1) <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Fitzgerald
 * 2) <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Hemingway
 * 3) <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Steinbeck || Requires only rote memory to answer correctly.
 * 2. Comprehension || What is a prehensile tail? || Includes phrases like //in your own words// and //what does this mean?//
 * 3. Application || If a farmer owns 40 acres of land and buys 16 acres more, how many acres of land does she own? || Includes words like //use, do, modify, compute, produce//.
 * 4. Analysis || Draw a map of our school, identifying the location of each restroom. || Includes phrases like //identify, break down, draw a diagram//.
 * 5. Synthesis || Based on your understanding of the characters, describe what might happen in a sequel to //Flowers for Algernon//. || Includes words like //compare, contrast, build//.
 * 6. Evaluation || Which musical film performer was probably the best athlete?# <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Maurice Chevalier

Requires such skills as making informed judgments, criticism, forming opinions. ||
 * 1) <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Frank Sinatra
 * 2) <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Fred Astaire
 * 3) <span style="color: #000000; font-family: Arial,verdana,tahoma; font-size: 10pt;">Gene Kelly || Includes phrases like //support, explain, apply standards, judge//.