From Bloom, et al., 1956
As teachers we tend to ask questions in the “knowledge” category 80% to 90% of the time. These questions are not bad, but using them all the time is. We should try to use higher order levels of questions. These questions require much more “brain power” and a more extensive and elaborate answer. Below are the six question categories as defined by Bloom.

• Remembering;
• Memorising;
• Recognising;
• Recalling identification and
• Recall of information
• Who, what, when, where, how …?
• Describe

• Interpreting;
• Translating from one medium to another;
• Describing in one’s own words;
• Organisation and selection of facts and ideas
• Retell…

• Problem solving;
• Applying information to produce some result;
• Use of facts, rules and principles
• How is…an example of…?
• How is…related to…?
• Why is…significant?

• Subdividing something to show how it is put together;
• Finding the underlying structure of a communication;
• Identifying motives;
• Separation of a whole into component parts
• What are the parts or features of…?
• Classify…according to…
• Outline/diagram…
• How does…compare/contrast with…?
• What evidence can you list for…?

• Creating a unique, original product that may be in verbal form or may be a physical object;
• Combination of ideas to form a new whole
• What would you predict/infer from…?
• What ideas can you add to…?
• How would you create/design a new…?
• What might happen if you combined…?
• What solutions would you suggest for…?

• Making value decisions about issues;
• Resolving controversies or differences of opinion;
• Development of opinions, judgements or decisions
• Do you agree…?
• What do you think about…?
• What is the most important…?
• Place the following in order of priority…
• How would you decide about…?
• What criteria would you use to assess…?