Let us look at the taxonomy in detail.
Level 1--Knowledge Explanation: Knowledge level is used to recall or state the information.
Keywords/Question Cues: Arrange, Define, Duplicate, Label, List, Memorize, Name, Order, Recognize, Relate, Recall, Repeat, Reproduce, State
Example of Learning Objective: At the end of this lesson you should be able to:Describe the process of photosynthesis.
Example of Assessment Question: Describe the process of photosynthesis.
Explanation: Comprehension entails the ability to give meaning to information.
Keywords/Question Cues: Classify, Describe, Discuss, Explain, Express, Identify, Indicate, Locate, Recognize, Report, Restate, Review, Select, Translate
Example of Learning Objective: At the end of this lesson you should be able to:Explain the term economics.
Example of Assessment Question: Explain in your own words what do you mean by the term economics?
Explanation: This level leads to the use of knowledge or principles in new or real-life situations. For example a programmer making use of his prior knowledge to write programs for a new application.
Keywords/Question Cues: Apply, Choose, Demonstrate, Dramatize, Employ, Illustrate, Interpret, Operate, Practice, Schedule, Sketch, Solve, Use, Write
Example of Learning Objective: Apply the concepts of theory of demand and supply.
Example of Assessment Question: Applying the concepts of demand theory state which demand curve indicates higher demand.
Explanation: It is breaking a complex thing into simpler things. For example during math class the teacher would solve a problem. And she would give some other task as a class work. The testing skill the learner applies here to solve the problem is analysis.
Keywords/Question Cues: Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question
Example of Learning Objective: Differentiate micro economics from macro economics.
Example of Assessment Question: Distinguish between micro and macro economics.
Explanation: In this level the main objective is to use the knowledge gathered to create something new. For example when a uses his knowledge to create something totally new then they make use of synthesis skills.
Keywords/Question Cues: Arrange, Assemble, Collect, Compose, Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set Up, Write
Example of Learning Objective: Write an essay in active voice.
Example of Assessment Question: Write an essay in not more than 250 words about India and Technological Advancement. Use active voice as much as possible.
Explanation: Evaluation entails the ability to make judgments based on certain guidelines.
Keywords/Question Cues: Appraise, Argue, Assess, Attach, Choose Compare, Defend, Estimate, Judge, Predict, Rate, Core, Select, Support, Value, Evaluate
Example of Learning Objective: Evaluate any written document/article based on the principles of composition.
Example of Assessment Question: Evaluate your own or a peer's essay in terms of the principles of composition discussed during the semester.
To conclude, I would say that Bloom’s taxonomy is important to write learning objectives. It is also useful to create assessment questions. We should also keep in mind it may not be possible to use the same keywords that is used to write learning objectives to create assessment questions, but they should be at the same level.