The document describes an interactive quiz game about Bloom's Taxonomy. It contains questions that assess understanding of Bloom's Taxonomy, including its original and revised versions. The quiz covers topics such as the central focus of Bloom's work, the levels of thinking in the taxonomy, and how the revised version differs from the original.

1. The New Bloom’s Taxonomy
An Interactive Quiz Game
Developed by Nancy Andrews, Emily Hodge, and Amy
McElveen

2. Instructions
• On the next slide (Question Index), click
a question number.
• Click your selected response on the
question slide. If you are correct,
continue to the next question. If not,
return to the question and try again.
• Click the button to begin.

3. Question Index
Click on a question number to select it.
1 7
2 8
3 9
4 10
5 11
6 12

4. What was the central focus of
Bloom’s life work?
a. Creating a diagram to organize his six leve
b. Improving student learning
c. Classifying the affective and psychomotor

5. Which of the following is NOT a
benefit of Bloom’s Taxonomy?
a. It creates common ground for discussions about edu
b. It helps ensure the alignment of objectives with stan
c. It is sufficient as the only model teachers need to us
.

6. Mrs. Macintosh wants her students to compare and
contrast two Native American folktales and the
cultures each represents. At which level of thought
is Mrs. Macintosh asking her students to work
according to Bloom’s Taxonomy?
a. Remembering
b. Understanding
c. Analyzing

7. Mrs. Smith has asked her students to
classify the items in a diagram as living or
nonliving. At what level of Bloom’s
Taxonomy is she having her students think?
a. Understanding
b. Applying
c. Evaluating

8. How has Bloom’s Taxonomy changed from its
original version to the revised version?
a. New uses, terminology, and domain
b. New terminology, structure, and emphasis
c. New examples, categories, and classifications

9. Students in Mrs. McElveen’s class have been asked
to read a research article and summarize it in their
own words. At which level of Bloom’s Taxonomy is
she asking them to think?
a. Understanding
b. Remembering
c. Applying

10. Mrs. Hodge has asked students to list every
possible way to answer the math word problem on
the board. Then she asks them to choose the best
method for solving the problem and to defend their
answers. At which level of Bloom’s Taxonomy is
she asking them to think?
a. Creating
b. Analyzing
c. Evaluating

11. Which two dimensions are used
in the Taxonomy Table?
a. Knowledge and Cognitive Process
b. Meta-cognitive Process and Understanding
c. Knowledge and Classification

12. Mrs. Andrews assigned the following tasks as part
of a reading lesson. Place them in order of their
location on the revised Bloom’s Taxonomy from
lowest to highest.
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?
a. 1, 2, 3, 4 c. 4, 1, 2, 3
b. 4, 1, 3, 2 d. 1, 4, 3, 2

13. Which of the following statements describes
how the revised Bloom’s Taxonomy differs from
the original?
a. It uses verbs instead of nouns.
b. Creating has replaced Evaluation as the
highest level.
c. The taxonomy is two-dimensional.
d. All of the above

14. The original Bloom group met for the
purpose of helping
a. university professors who wanted to classify
objectives, experiences, processes, and
evaluation questions.
b. classroom teachers who had been criticized by
education experts for focusing on low-level
student tasks.
c. business trainers who wanted their employees
to be more imaginative.

15. Mr. Jones knows that the new Bloom’s Taxonomy
Table can help him write better lesson objectives. He
wants to write one that will require his students to
apply the factual knowledge they have learned.
According to the table, what verb might he use in an
assignment that will accomplish this?
a. Describe b. Summarize
c. Assess d. Classify