Levels of Thinking and Questioning

When writing curriculum, lesson plans, or just speaking to a student, I try to use a variety of questions that display a wide range of thinking and reasoning skills. It is important that a child not only know knowledge questions, but also be able to use processing and reasoning skills to reach a higher level of thinking called evaluation. Here is a list of the levels of questioning and starter words that may be useful in composing such questions.

Knowledge


At the knowledge level, a teacher is asking only for recall of a fact. You are expecting the learner to remember something that they have been taught. Questions on the knowledge level use words like list, identify, locate, memorize, review, match, name, read, recall, reproduce, label, arrange, check, cite, define, find, group, offer, omit, pick, point to, quote, recite, repeat, say, spell, state, tally, tell, touch, underline, write


Comprehension


Comprehension usually requires a little more thought from the student. The purpose of a comprehension question is usually to see if the learner can explain the information. Comprehension can include translation, interpretation, and extrapolation. Comprehensions questions use words like alter, change, convert, group, moderate, paraphrase, restate, reword, tell, translate, transform, vary, submit, sheme, propose, project, off, contrive, comptemplate, calculate, advance, account for, annotate, summarize, review, interpret, infer, group, generalize, expound, explain, describe

Application

Application is the third level in the hierarchy of thinking skills. The purpose of application is for learner to learn to transfer information. An example question: Solve mathematical problems. or Demonstrate how to ___________. Application questions use the following words: apply handle, llustrate adopt, collect, interview, profit by, relate, show, solve, make use of , construct, consume, mobilize, state rule, demonstrate, manipulate, survey, devote, organize, try, employ, operate, use, explout, put to use, utilize, give example, put into action.

Analysis

Analysis is the fourth level and the level that begins to delve deeper into the thought processes. I prefer that the majority of my questions are at a level three and above. When you write or ask questions using this level of thinking you are asking your students to break things down into their part, to determine, the distinguishing factors, and to uncover the special characteristics of something. Here is an example question: Simplify the musical piece into its basic rhythms. or Compare and contrast the two poems. This level is characterized by words such as analyze, audit, break down, categoriz, classify, compare, contrast, determine factors, diagnose, diagram, differientiate, dissct, distinguish, divide, examine, inspect, outine, reason, screen, scrutinize, search, section, separate, simplify, sort, specify, study, survey, debate, experiment

Synthesis

This level seeks to find whether the child can combine information. In this level a student will be able to take information given to them and make something new from it. Here are some of the words commonly used for this level: compse, construct, create, design, develop, formulate, hypothesize, manage, organize, originate, plan, produce, propose

Evaluation

This is the sixth and highest level of thinking. It determines whether or not a student can make a judgement. The words used in this level of thinking include appraise, assess, choose, compare, contrast, critique, decide, estimate, evaluate, grade, judge, prioritize, rank, rate, recommend, select, value