Bloom’s Taxonomy
An Interactive Quiz GameFor 4th Grade AT Readers
Question IndexClick on a question number to select it.
1 7
2 8
3 9
4 10
5 11
6 12
After reading Frindle, students were asked to use word roots to invent a new word and devise a plan to help the word catch on and be used by others. At what level of Bloom’s Taxonomy will the students be as they complete the assignment?
a. Analysis
b. Comprehension
c. Synthesis
After reading Stone Fox, students were asked to choose the best word to describe Stone Fox and justify why that word fits best. At what level would
the students be thinking?
a. Comprehension
b. Application
c. Evaluation
Ms. DeVol wants her students to compare and contrast the characters of the younger brother in “Two
Brothers” and Jesse in Tuck Everlasting. At which level of thought is Ms. DeVol asking her students to
work according to Bloom’s Taxonomy?
a. Knowledge
b. Comprehension
c. Analysis
Ms. DeVol has asked her students to classify all the protagonists and antagonists in the stories read
during AT reading. At what level of Bloom’s Taxonomy is she having her students think?
a. Comprehension
b. Application
c. Evaluation
What kind of question is “Did the rabbit becoming real depend more on loving or being loved?” Ms. DeVol
asked her students. At what level were the students?
a. Evaluation
b. Synthesis
c. Comprehension
Students in Ms. DeVol’s class have been asked to read the poem by Richard Lovelace from Tuck
Everlasting and summarize it in their own words. At which level of Bloom’s Taxonomy is she asking them
to think?
a. Comprehension
b. Knowledge
c. Application
Ms. DeVol has asked students to think of several possible ways to answer the critical thinking question on the board. Then she asks them to choose one answer and defend it
using text evidence. At which level of Bloom’s Taxonomy is she asking them to think?
a. Synthesis
b. Analysis
c. Evaluation
Ms. DeVol asked her students to research facts about their favorite inventor and write a report
about him or her to present to the class. At what level of thinking would the students be?
• Synthesis• Analysis• Evaluation
1. Place the events of the story in chronological order. 2. Write a new ending for the story. 3. Choose one of the story’s characters as a “best friend” and justify
your choice.
4. On what date did this story begin?
Ms. DeVol assigned the following tasks as part of a reading lesson. Place them in order of their location
on Bloom’s Taxonomy from lowest to highest.
a. 1, 2, 3, 4b. 4, 1, 3, 2
c. 4, 1, 2, 3d. 1, 4, 3, 2
Ms. DeVol asked students to repeat the words over the door in the book The Castle in the Attic. At what
level are the students?
a. Knowledge
b. Comprehension
c. Analysis
Ms. DeVol asked her students to dramatize the part from The Nutcracker in which Marie meets people in the Land of the Sweets. At
what level are her students?
• Application• Analysis• Evaluation
Ms. DeVol asked her students to consider the demon’s character in the beginning of “Women’s
Wit” and determine why the demon was doing everything the tailor asked. At what level do the
students need to think?
• Application• Analysis• Evaluation
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