As teachers teach, they generally ask questions to see if students have learned the information presented. All questions can be classified as to difficulty by using Bloom's Cognitive Taxonomy. There are six levels in the taxonomy, ranging from Knowledge (simplest) to Evaluation (most difficult). Teachers need to realize that their questions reflect different taxonomy levels. Adapting questions for mainstreamed students involves knowing the level of one's questions and changing the level if necessary. For example, if a student could answer only those questions at a knowledge level, more difficult questions would need to be adapted. The following sections provide a list of the taxonomy levels and common verbs which are used in questions at that level. For a view of "the big picture," a task oriented question construction wheel based on Bloom's taxonomy is provided.

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INQUIRY MODE
This mode involves asking questions and investigating a problem. The following are alternative teaching strategies for the inquiry mode:

Asking Questions
Be sure that the questions asked the mildly handicapped area on the lower taxonomy scale e.g. knowledge, comprehension. Call students' name before directing a question to him/her. Do not embarrass the mildly handicapped by asking questions which they cannot answer.

Stating Hypotheses
Handicapped students may need to choose from two of three hypotheses instead of having to decide upon their own.

Coming to Conclusions
High functioning students will be able to so this; other will need assistance.

Interpreting
Assistance from peer tutor or teacher may be required.

Classifying
Classifying concrete instead of abstract concepts will be easier.

Self-Directed Study
Give specific directions as to what to do. Directions should be short, simple, and few in number. Resources for the students should be collected and placed in one area for the student.

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Major Levels of Bloom's Taxonomy

Verbs for Stating Behavioral Objectives

COGNITIVE DOMAIN

A teacher can determine the taxonomy level of a behavioral objective by examining the verb in the objective. By finding that verb in one of the following categories he/she can determine the difficulty level of the question.

Knowledge-Remembering previously learned materials

cite	label	name	reproduce
define	list	quote	pronounce
identify	match	recite	state

Answers: who? what? when? where? questions

Comprehension-ability to grasp the meaning of material

alter	discover	manage	relate
change	explain	rephrase	substitute
convert	give examples	represent	summarize
depict	give main idea	restate	translate
describe	illustrate	reword	vary
interpret	paraphrase

Application-ability to use learned material in new and concrete situations

apply	discover	manage	relate
classify	employ	predict	show
compute	evidence	prepare	solve
demonstrate	manifest	present	utilize
direct

Answers: how many? which? what is? write an example.

Analysis-ability to break down material into its component parts of that its organizational structure may be understood.

ascertain	diagnose	distinguish	outline
analyze	diagram	divide	point out
associate	differentiate	examine	reduce
conclude	discriminate	find	separate
designate	dissect	infer	determine

Answers why? questions

Synthesis-ablity to put parts together to form a new whole

combine	devise	originate	revise
compile	expand	plan	rewrite
compose	extend	pose	synthesize
conceive	generalize	propose	theorize
create	integrate	project	write
design	invent	rearrange
develop	modify

Answers how can we improve? what would happen if? how can we solve questions?

Evaluation-ability to judge the value of material for a given purpose

appraise	conclude	critique	judge
assess	contrast	deduce	weigh
compare	criticize	evaluate

This page was created by, and is used with permission of:

Robin Eanes
Director, Center for Teaching Excellence
St. Edward's University
Austin, Texas