OFFICE OF THE CONTROLLER OF EXAMINATIONS
Bishop Heber College (Autonomous)
Nationally Reaccredited with A Grade by NAAC with a CGPA of 3.58 out of 4
Recognized by UGC as ‘College of Excellence’
Tiruchirappalli – 620 017
Bloom’s Taxonomy - Question Standard Level
Guidelines to Examiners
Bishop Heber College is implementing Outcome Based Education (OBE) from the Academic year ----
------. In connection with, we are following Bloom’s Taxonomy for teaching, learning and evaluation process
to improve the skills of the students.
Bloom’s Taxonomy primarily provides instructors with a focus for developing their course learning objectives.
It can be used to increase student understanding of the learning process. Teachers can understand the complex
cognitive development and how lower-level skills build into higher-order thinking (e.g., recalling facts and
comprehending previous problems allows a student to apply their experience to similar problems).
All Question Papers should follow the given levels:
● Basic Level (Remembering (K1) and Understanding (K2))
● Application Level (Applying K3)
● Advance Thinking Level (Analyzing (K4) , Evaluating (K5) and Creating (K6))
Basic Level (Remembering and Understanding):
Remembering: K1
The lowest level of questions requires students to recall information from the course content.
Knowledge questions usually require students to identify information in basically the same form it was
presented.
Keywords for Question types: Choose, Define, Find, How, Label, List, Match, Name, Omit, Recall, Relate,
Select, Show, Spell, Tell, What, When, Where, Which, Who, Why
Understanding: K2
Understanding of facts and ideas by Comprehending, organizing, comparing, translating, interpolating and
interpreting in their own words.
The questions go beyond simple recall and require students to combine data together.
Keywords for Question types: Classify, Compare, Contrast, Demonstrate, Explain, Extend, Illustrate, Infer,
Interpret, Outline, Relate, Rephrase, Show, Summarize, Translate
Applying : K3
Students have to solve problems by using/applying a concept learned in the classroom.
Students must use their knowledge to determine a correct response.
Keywords for Question types: Apply, Build, Choose, Construct, Develop, Experiment with, Identify,
Interview, Make use of, Model, Organize, Plan, Select, Solve, Utilize
Analyzing : K4
Analyzing the question is one that asks the students to break down something into its component parts.
Analyzing requires students to identify reasons, causes, or motives and reach conclusions or generalizations.
Keywords for Question types: Analyze, Assume, Categorize, Classify, Compare, Conclusion, Contrast,
Discover, Dissect, Distinguish, Divide, Examine, Function, Inference, Inspect, List, Motive, Relationships,
Simplify, Survey, Take part in, Test for, Theme
Evaluating: K5
Evaluation requires an individual to make a judgment about something.
Questions to be asked to judge the value of an idea, a character, a work of art, or a solution to a problem.
Students are engaged in decision-making and problem-solving at this level.
Evaluation questions do not have single right answers.
Keywords for Question types: Agree, Appraise, Assess, Award, Choose, Compare, Conclude, Criteria,
Criticize, Decide, Deduct, Defend, Determine, Disprove, Estimate, Evaluate, Explain, Importance,
Influence, Interpret, Judge, Justify, Mark, Measure, Opinion, Perceive, Prioritize, Prove, Rate,
Recommend, Rule on, Select, Support, Value
Creating: K6
The questions of this category challenge students to get engaged in creative and original thinking.
Developing original ideas and problem solving skills are developed at this stage.
Various potential responses for creating type questions.
Keywords for Question types: Adapt, Build, Change, Choose, Combine, Compile, Compose, Construct,
Create, Delete, Design, Develop, Discuss, Elaborate, Estimate, Formulate, Happen, Imagine, Improve,
Invent, Make up, Maximize, Minimize, Modify, Original, Originate, Plan, Predict, Propose, Solution, Solve,
Suppose, Test, Theory
Note: Keywords are given to gain a better understanding. Sticking on to the keywords is not mandatory.
COURSE OUTCOMES: CO’s
COs are statements that describe what students should be able to do at the end of a course. The Question paper
setters are requested to map the CO’s given in the syllabus with the questions prepared.
Kindly ensure that the questions are prepared in such a way that all CO’s are covered.
OFFICE OF THE CONTROLLER OF EXAMINATIONS
Bishop Heber College (Autonomous)
Nationally Reaccredited with A Grade by NAAC with a CGPA of 3.58 out of 4
Recognized by UGC as ‘College of Excellence’
Tiruchirappalli – 620 017
Bloom’s Taxonomy primarily provides instructors with a focus for developing their course learning objectives. It can
be used to increase student understanding of the learning process. Teachers can understand the complex cognitive
development and how lower-level skills build into higher-order thinking (e.g., recalling facts and comprehending
previous problems allows a student to apply their experience to similar problems).
All Question Papers should follow the given levels:
Basic Level (Remembering (K1) and Understanding (K2))
Application Level (Applying K3)
Advance Thinking Level (Analyzing (K4) , Evaluating (K5) and Creating (K6))
Levels of Bloom’s Taxonomy
I. II. III. IV. V. VI.
Remembering Understanding Applying Analyzing Evaluating Creating
• Choose • Classify • Apply • Analyze • Agree • Adapt
• Define • Compare • Build • Assume • Appraise • Build
• Find • Contrast • Choose • Categorize • Assess • Change
• How • Demonstrate • Construct • Classify • Award • Choose
• Label • Explain • Develop • Compare • Choose • Combine
• List • Extend • Experiment • Conclusion • Compare • Compile
• Match • Illustrate with • Contrast • Conclude • Compose
• Name • Infer • Identify • Discover • Criteria • Construct
• Omit • Interpret • Interview • Dissect • Criticize • Create
• Recall • Outline • Make use of • Distinguish • Decide • Delete
• Relate • Relate • Model • Divide • Deduct • Design
• Select • Rephrase • Organize • Examine • Defend • Develop
• Show • Show • Plan • Function • Determine • Discuss
• Spell • Summarize • Select • Inference • Disprove • Elaborate
• Tell • Translate • Solve • Inspect • Estimate • Estimate
• What • Utilize • List • Evaluate • Formulate
• When • Motive • Explain • Happen
• Where • Relationships • Importance • Imagine
• Which • Simplify • Influence • Improve
• Who • Survey • Interpret • Invent
• Why • Take part in • Judge • Make up
• Test for • Justify • Maximize
• Theme • Mark • Minimize
• Measure • Modify
• Opinion • Original
• Perceive • Originate
• Prioritize • Plan
• Prove • Predict
• Rate • Propose
• Recommend • Solution
• Rule on • Solve
• Select • Suppose
• Support • Test
• Value • Theory
