How to Set a Question Paper Using Bloom's Taxonomy
Use Bloom's six levels to set a balanced question paper: a level-wise format, verbs for each level, example questions from Class 10 Science and a marks split.
To set a question paper using Bloom's taxonomy, tag every question with one of six thinking levels: remember, understand, apply, analyse, evaluate or create. Then spread the marks so most fall on understanding and application, with a smaller share for recall and for higher-order analysis and evaluation. Use level-specific verbs such as define, explain, calculate and justify.
A paper full of "define" and "list" questions mostly tests memory. A paper full of puzzles tests only the top few students. Bloom's taxonomy helps you get the balance right by sorting questions into levels of thinking. This guide gives you a simple format to follow, the verbs to use at each level, example questions and a sensible marks split.
What is Bloom's taxonomy?
Bloom's taxonomy is a way of grouping learning goals by how much thinking they need. It was first published in 1956 and revised in 2001. The revised version has six levels, from simplest to most complex:
- Remember: recall facts, terms and definitions.
- Understand: explain ideas in your own words.
- Apply: use a concept or formula in a new situation.
- Analyse: break information into parts and see how they relate.
- Evaluate: judge, justify or choose with reasons.
- Create: put ideas together to produce something new.
For a clear introduction with examples, see the University of Illinois Chicago's guide to Bloom's taxonomy.
Which verbs go with each level?
The verb in a question is the quickest clue to its level. Use this table when you write or check questions.
| Level | Useful verbs |
|---|---|
| Remember | define, list, name, state, identify, recall |
| Understand | explain, describe, summarise, classify, give an example |
| Apply | calculate, solve, use, demonstrate, predict |
| Analyse | compare, distinguish, interpret, examine, find the error |
| Evaluate | justify, assess, argue, recommend, decide which is better |
| Create | design, propose, construct, plan, formulate |
A verb alone is not enough, though. "Explain" can be pure recall if the explanation is word-for-word from the textbook. Always check what the question really asks the student to do.
Example questions at each level (Class 10 Science, Electricity)
- Remember: State Ohm's law.
- Understand: Explain why the filament of a bulb is made of a metal with a high melting point.
- Apply: A heater draws 5 A from a 220 V supply. Calculate its resistance. (Answer: 44 Ω.)
- Analyse: Two resistors of 4 Ω and 6 Ω are connected first in series and then in parallel across the same battery. Compare the total current in the two cases and explain the difference.
- Evaluate: A family wants to save electricity. Should they replace a 60 W bulb used 6 hours a day or a 1,500 W geyser used 20 minutes a day? Justify with a calculation. (60 W × 6 h = 360 Wh; 1,500 W × 1/3 h = 500 Wh, so the geyser uses more.)
- Create: Design a circuit for a room with two bulbs that can be switched on and off independently. Draw it and explain your choice of connection.
A Bloom's taxonomy question paper format
There is no single official split, but this works well for most school tests from Class 6 to 10:
| Bloom's level | Share of marks | Typical question types |
|---|---|---|
| Remember | About 20% | MCQs, fill in the blanks, one-word answers |
| Understand | About 30% | Very short and short answers, explain with an example |
| Apply | About 30% | Numericals, case-based questions, problem solving |
| Analyse, evaluate, create | About 20% | Assertion-reason, data interpretation, long answers, design tasks |
For a board-style pre-board, shift more weight to application. CBSE now asks a large share of competency-based questions that test applying concepts to real situations, as you can see in the official Class 10 sample papers.
How to add Bloom's levels to your blueprint
Add one more column to the blueprint grid: the Bloom's level of each planned question. Our guide to the blueprint of a question paper shows the full grid. Then:
- Decide your target split for this test.
- Tag each planned question with a level.
- Write or generate questions using that level's verbs.
- Total the marks by level and adjust until the split matches your target.
In Intellicamp, every question type has a difficulty setting, and the question paper generator lets you mix levels within each section. You can see examples of higher-order formats such as assertion-reason and HOTS on the question types page.
Common mistakes
- Judging by verb only: "Explain" copied from the textbook is still recall.
- Too much at the top: a paper that is 50% evaluate and create will discourage most of the class.
- Higher-order only in long answers: MCQs and short answers can test analysis too, especially with data or diagrams.
- No rubric: evaluate and create questions need clear marking points, or marking becomes inconsistent.
For more on why mixing thinking levels improves learning, the Vanderbilt Center for Teaching's Bloom's guide is a good next read.
- Bloom's taxonomy sorts questions into six thinking levels, from remember to create.
- A good school split is roughly 20% remember, 30% understand, 30% apply and 20% higher-order.
- Tag every question in your blueprint and check the stem, not just the verb.
Frequently asked questions
What are the six levels of Bloom's taxonomy?
In the revised version: remember, understand, apply, analyse, evaluate and create. They run from simple recall to producing something new.
What percentage of marks should go to each Bloom's level?
There is no single official rule. A common school split is about 20% remember, 30% understand, 30% apply and 20% for analyse, evaluate and create together. Adjust it for the class and the purpose of the test.
Does CBSE use Bloom's taxonomy?
CBSE's move to competency-based questions, where students apply concepts to real situations, follows the same idea of testing beyond recall. Its sample papers show many application and analysis questions alongside knowledge questions.
Can MCQs test higher-order thinking?
Yes. An MCQ built around a data table, a graph or an assertion and reason can test application and analysis, not just recall. The skill lies in the question stem, not the format.
Is 'create' possible in a written exam?
Yes, in small ways: design an experiment, propose a solution, write an argument or draw a labelled model. Keep such questions few and give a clear rubric.
Set your next paper in minutes, not evenings
Pick the board, standard and chapters. Intellicamp drafts a complete paper with answer key and rubric, and nothing reaches students until you have read it.