Answers & Explanations

Did you answer the questions correctly? Find out below.

  1. Answer: D - Remembering

    According to Churches (2012), Bloom's Revised Taxonomy Level of Remembering is applied when knowledge from memory is retrieved, recalled, or recognized. Churches states that when someone defines words, states facts, creates lists, or recites from memory, he or she is applying this level (as cited in Anderson and Krathwohl, 2001). Asking students to match words to its definition is an example of the Remembering level of Bloom's Revised Taxonomy.


  2. Answer: C - Explaining what caused the events

    Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining (Forehand, M., 2005). That is the definition of understanding in the new version of Bloom's Taxonomy. This is the ability of the student to take the information gathered in the first level, remembering, and making sense of it. If the student is unable to explain, illustrate, restate, summarize, interpret, discuss, or understand what they have "remembered", then they won't be able to proceed further on the project very easily.


  3. Answer: D - Apply

    The applying level of Bloom's Taxonomy is the student's ability to use previous knowledge to come to a conclustion. According to Anderson & Krathwohl (2001), applying is "carrying out or using a procedure through executing or implementing: (p. 67-68).


  4. Answer: B - Analyzing

    I think that this level is especially critical in today's instructional model since it deals specifically with problem-solving and critical thinking. The "backwards" planning that we, as adults, do often in the workplace to resolve important issues is, essentially, analyzing. I think that helping kids acquire practice and skill with this level is incredibly valuable for them as they continue their education and enter the workforce.

    According to Anderson & Krathwohl, analyzing is "breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing." (Anderson & Krathwohl, 2001, p. 67 - 68).


  5. Answer: B - Evaluating

    Evaluating is the second highest level on the revised Bloom's Taxonomy scale and requires the students to "make judgements about the value of ideas or materials" (Clark, 2010). When evaluating ideas and materials, students are expected to develop opinions or make decisions based on information that is presented to them. This is done through thoughtful evaluation of the material. Common keywords in evaluating include compares, concludes, defends, evaluates, explains, interprets, justifies, summarizes and supports (Clark, 2010).

  6. Answer: C - Design, produce, invent

    Creating (in Bloom's Taxonomy) happens when students take the information that they have learned and make something new with it. It is the highlest level in Bloom's Taxonomy and involves all of the other levels.

    According to Educational Origami: Bloom's - Creating wiki page, "In the creative process, the student(s) remembers, understands and applies knowledge, analyses and evaluates outcomes, results, successes and failures, as well as, processes to produce a final product" (n.d., para. 2). Choice A is a list of verbs associated with the ANALYZE level. Choice B is a list of verbs associated with the REMEMBER level. Choice C is correct because the verbs imply creating a new product. Choice D is a list of verbs associated with the UNDERSTAND level. B and D are both low level's of Bloom's Taxonomy. Choice A is a higher level but does not indicate making a new product with the information.