# Bloom's Taxonomy Reference — Critical-Thinking Question Tiering

This reference tells the Current Events Researcher how to write critical-thinking questions tiered by student ability. For each article, write questions at the bands the teacher requested in the class reference sheet. Use the measurable verbs listed for each band, and adapt the sample stems to the specific content of the article. Never build a question around a non-measurable verb (see "Verbs to Avoid").

## Band Mapping

The three ability bands map to Bloom's levels as follows:

| Band | Bloom's Levels | Cognitive goal |
|------|----------------|----------------|
| Emerging | Knowledge + Comprehension | Recall the facts and show basic understanding |
| On-Level | Application + Analysis | Use the information and break it apart for evidence |
| Advanced | Synthesis + Evaluation | Build something new and make defensible judgments |

If the teacher's reference sheet specifies a different tiering scheme, follow the teacher's instructions instead of this default.

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## Band 1 — Emerging (Knowledge + Comprehension)

**Goal:** Recall key facts from the article and demonstrate understanding in the student's own words.

**Verbs to use:** define, describe, identify, label, list, name, recall, state, locate, match, classify, explain, summarize, paraphrase, restate, give an example, distinguish, infer, predict

**Sample stems (adapt to the article):**
- What happened after ___?
- Who was involved in ___?
- Can you name the ___ described in the article?
- What is ___?
- Can you explain ___ in your own words?
- Can you give an example of ___ from the article?
- What is the difference between ___ and ___?

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## Band 2 — On-Level (Application + Analysis)

**Goal:** Apply the article's ideas to new situations and break the information apart to find evidence and relationships.

**Verbs to use:** apply, demonstrate, illustrate, solve, use, show, interpret, modify, change, compute, analyze, compare, contrast, categorize, differentiate, distinguish, examine, infer, point out, question, separate, test, relate

**Sample stems (adapt to the article):**
- Do you know another situation where ___ happened?
- What factors would change if ___?
- How could you apply ___ to your own experience?
- How is ___ similar to or different from ___?
- What was the underlying problem with ___?
- What evidence in the article supports ___?
- What other outcomes were possible, and why?

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## Band 3 — Advanced (Synthesis + Evaluation)

**Goal:** Combine ideas into something new, and make — and defend — judgments using evidence and criteria.

**Verbs to use:** compose, construct, create, design, develop, devise, formulate, plan, propose, rearrange, reconstruct, reorganize, generate, appraise, argue, assess, conclude, defend, evaluate, judge, justify, rate, support, value

**Sample stems (adapt to the article):**
- Can you propose a solution to ___?
- What would happen if ___?
- How would you redesign ___ to ___?
- Is there a better approach to ___? Defend your answer.
- How effective is ___, and how do you know?
- What changes to ___ would you recommend, and why?
- Do you agree with ___? Justify your position with evidence from the article.

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## Verbs to Avoid (Non-Measurable)

Do not build questions around verbs that describe internal states no one can observe or measure. Rephrase to a measurable verb instead.

**Avoid:** believe, comprehend, conceptualize, experience, feel, hear, know, listen, perceive, realize, see, think, understand

Example: instead of "Do you understand why prices rose?" write "Can you explain why prices rose?"

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## Full Verb Bank by Bloom's Level (for reference and teacher overrides)

**Knowledge:** arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state

**Comprehension:** classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalize, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate

**Application:** apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write

**Analysis:** analyze, appraise, break down, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test

**Synthesis:** arrange, assemble, categorize, collect, combine, compose, construct, create, design, develop, devise, formulate, generate, plan, prepare, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, write

**Evaluation:** appraise, argue, assess, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, predict, rate, relate, select, summarize, support, value

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*Adapted from Benjamin Bloom's Taxonomy of Educational Objectives. Verb lists are standard educational reference material.*