Level 1 Remember Recalling Information

Level 2 Understand

Demonstrate an understanding of facts, concepts and ideas

Level 3 Apply

Solve problems by applying knowledge, facts, techniques and rules in a unique way

Level 4 Analyze

Breaking information into parts to explore connections and relationships

Level 5 Evaluate

Justifying or defending a position or course of action

Level 6 Create

Generating new ideas, products or ways of viewing things


Recognize, List, Retrieve, Name, Find, Match, Recall, Select, Label, Define, Tell

Compare, Contrast, Describe, Interpret, Explain, Extend,, Infer, Outline, Relate, Rephrase, Translate, Summarize, Classify

Apply, Construct, Demonstrate, Develop, Draw, Illustrate, Model, Organize, Plan, Utilize

Analyze, Categorize, Classify, Compare, Contrast, Discover, Examine, Group, Relationships, Conclusions

 Choose, Defend, Determine, Evaluate, Judge, Justify, Compare, Rate, Recommend, Select, Agree, Prioritize, Support, Prove, Disprove. Assess,

 Design, Construct, Produce, Invent, Combine, Formulate, Imagine, Modify, Change, Improve, Plan, Propose, Solve



  • What is...?
  • Who was it that...?
  • Can you name...?
  • Describe what happened after...
  • What happened after...?


  • What does this mean?
  • Which are the facts?
  • State in your own words.
  •  Is this the same as …?
  • Give an example
  • What was the main idea?
  • What were the key events/people...?
  •  Can you explain why...?
  • Write a brief outline of...
  • Can you clarify...?

  • Judge the effects of …
  • What would result …
  • what would happen if
  • Tell how, when, where, why.
  • How would you explain
  • Do you know of another instance where …?
  • Do you know of another instance where...?
  • How would...approach the problem?
  • What does the author believe?  
  • What’s the relationship between?
  • How is... similar/different to...?
  • What was the problem with...?
  • Why did... changes occur?
  • If ... happened, what might the result be for...?
  • What’s the value of
  • Would you defend the author’s position about...? Why?
  • Which is more important, moral, better, logical, valid, appropriate?
  • Do you think... is a good or bad thing?
  • What are the pros and cons of …?
  • What are the consequences...
  •  What would happen if...?
  • Can you see a possible solution to...?
  • Can you design a … to …?
  •  Can you see a possible solution to …?
  •  If you had access to all resources, how would you deal with …?  

SOURCE:  Learning to Think, Thinking to Learn ;  Toolbox for Planning Rigorous Instruction