Copy - Bloom's Taxonomy: Knowledge Checks

Bloom's Taxonomy:Knowledge Checks

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Training Module

Objectives

Our goal is not only to check for comprehension but to promote meaningful learning experiences.

By using Bloom's Taxonomy, we can create knowledge checks that challenge and engage our employees, improving their ability to apply their newfound knowledge in practical, real-world situations.

As members of the Learning and Development team we understand the critical role that assessments and knowledge checks play in reinforcing understanding and evaluating comprehension. However, we often encounter the challenge of crafting knowledge checks that truly align with the learners' levels of understanding. This is where Bloom's Taxonomy comes into play, offering a powerful framework that allows us to create engaging and appropriate knowledge checks that resonate with our learners.

Recognize how Bloom’s Taxonomy helps ensure your content matches your learner’s level of comprehension.

Determine which knowledge check will encourage learner retention and engagement based on the content of your training.

Match the type of knowledge check to the appropriate level of Bloom’s Taxonomy.

Develop knowledge checks that are aligned with Bloom’s Taxonomy.

Training Module

INDEX

Review Objectives

Closing

Bloom's Taxonomy Overview

Types of Knowledge Checks

Knowledge Check Scenarios

Create Your Own Knowledge Checks

This module will help anchor your knowledge checks more closely to the correct level of Bloom’s Taxonomy, which will transform both our training and the learner experience.

Training Module

Bloom's taxonomy overview

Recognizing each level of Bloom’s Taxonomy helps ensure your content matches your learner’s level of comprehension.

Training Module

Bloom's taxonomy overview

Anchor Your Knowledge Checks

When you anchor your knowledge checks more closely to the correct level of Bloom's Taxonomy, you can begin to transform your learner's experience. Let's begin by reviewing each level of Bloom's Taxonomy and what your knowledge checks can look like at each level!

Training Module

Bloom's taxonomy OVERVIEW

Click on each level of the Bloom's Taxonomy pyramid to review what each level entails and see examples of each.

Remember: start from the bottom and work your way up.

Remember: The learner is able to recall information or facts easily and accurately. This level serves as a foundation of knowledge for the learner to later build upon. Example: Learner can list types of fairs provided by Book Fairs.

Understand: The learner is able to build on their knowledge in order to grasp the meaning of new concepts and ideas. This allows the learner to comprehend on a deeper level and they can start to interpret the information. Example: Learner can explain why a school would choose one type of fair over another.

Apply: The learner can take their newly acquired knowledge and skills to solve problems, make decisions, and carry out tasks that apply to real-world scenarios. Example: Learner can follow the process to explore account history showing what type of fair a customer has used previously.

Analyze: The learner can now break down the given information to understand its parts and relationships. By examining these relationships, they can begin to find patterns that allow them to identify underlying trends. Example: Learner can review information to determine a revenue trend in the customer’s Book Fair history.

Evaluate: At this level, the learner can start assessing the value, credibility, and relevance of information or ideas. They can now make informed judgment calls and make decisions based on the information given. Example: Learner can qualify whether a school is eligible for a Case Fair using available information from account history.

Create: At the final level, learners can take all their existing knowledge and skills to generate innovative ideas, solutions, and products. This level promotes originality and leads to new, fresh ideas. Example: Learners can take existing information to craft a plan that fits the customer's individual needs.

Bloom's Matching Quiz

Determine which level of Bloom's would fit each given scenario.

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Question 1/6

Bloom's Taxonomy Matching

Blooms overview

1. Remembering: The learner is able to recall information or facts easily and accurately. This level serves as a foundation of knowledge for the learner to later build upon.

• Example: Learner can list types of fairs provided by Book Fairs.

2. Understanding: The learner is able to build on their knowledge in order to grasp the meaning of new concepts and ideas. This allows the learner to comprehend on a deeper level and they can start to interpret the information.

• Example: Learner can explain why a school would choose one type of fair over another.

3. Applying: The learner can take their newly acquired knowledge and skills to solve problems, make decisions, and carry out tasks that apply to real-world scenarios. Example: Learner can follow the process to explore account history showing what type of fair a customer has used previously. 4. Analyzing: The learner can now break down the given information to understand its parts and relationships. By examining these relationships, they can begin to find patterns that allow them to identify underlying trends. Example: Learner can review information to determine a revenue trend in the customer’s Book Fair history. 5. Evaluating: At this level, the learner can start assessing the value, credibility, and relevance of information or ideas. They can now make informed judgement calls and make decisions based on the information given. Example: Learner can qualify whether a school is eligible for a Case Fair using available information from account history. 6. Creating: At the final level, learners can take all their existing knowledge and skills to generate innovative ideas, solutions, and products. This level promotes originality and leads to new, fresh ideas. Example: Learner can take existing information to craft a plan that fits the customer's individual needs.

Question 2/6

Bloom's Taxonomy Matching

Blooms overview

Blooms overview

1. Remembering: The learner is able to recall information or facts easily and accurately. This level serves as a foundation of knowledge for the learner to later build upon.

• Example: Learner can list types of fairs provided by Book Fairs.

2. Understanding: The learner is able to build on their knowledge in order to grasp the meaning of new concepts and ideas. This allows the learner to comprehend on a deeper level and they can start to interpret the information.

• Example: Learner can explain why a school would choose one type of fair over another.

3. Applying: The learner can take their newly acquired knowledge and skills to solve problems, make decisions, and carry out tasks that apply to real-world scenarios. Example: Learner can follow the process to explore account history showing what type of fair a customer has used previously. 4. Analyzing: The learner can now break down the given information to understand its parts and relationships. By examining these relationships, they can begin to find patterns that allow them to identify underlying trends. Example: Learner can review information to determine a revenue trend in the customer’s Book Fair history. 5. Evaluating: At this level, the learner can start assessing the value, credibility, and relevance of information or ideas. They can now make informed judgement calls and make decisions based on the information given. Example: Learner can qualify whether a school is eligible for a Case Fair using available information from account history. 6. Creating: At the final level, learners can take all their existing knowledge and skills to generate innovative ideas, solutions, and products. This level promotes originality and leads to new, fresh ideas. Example: Learner can take existing information to craft a plan that fits the customer's individual needs.

Question 3/6

Bloom's Taxonomy Matching

Blooms overview

Blooms overview

1. Remembering: The learner is able to recall information or facts easily and accurately. This level serves as a foundation of knowledge for the learner to later build upon.

• Example: Learner can list types of fairs provided by Book Fairs.

2. Understanding: The learner is able to build on their knowledge in order to grasp the meaning of new concepts and ideas. This allows the learner to comprehend on a deeper level and they can start to interpret the information.

• Example: Learner can explain why a school would choose one type of fair over another.

3. Applying: The learner can take their newly acquired knowledge and skills to solve problems, make decisions, and carry out tasks that apply to real-world scenarios. Example: Learner can follow the process to explore account history showing what type of fair a customer has used previously. 4. Analyzing: The learner can now break down the given information to understand its parts and relationships. By examining these relationships, they can begin to find patterns that allow them to identify underlying trends. Example: Learner can review information to determine a revenue trend in the customer’s Book Fair history. 5. Evaluating: At this level, the learner can start assessing the value, credibility, and relevance of information or ideas. They can now make informed judgement calls and make decisions based on the information given. Example: Learner can qualify whether a school is eligible for a Case Fair using available information from account history. 6. Creating: At the final level, learners can take all their existing knowledge and skills to generate innovative ideas, solutions, and products. This level promotes originality and leads to new, fresh ideas. Example: Learner can take existing information to craft a plan that fits the customer's individual needs.

Question 4/6

Bloom's Taxonomy Matching

Blooms overview

Blooms overview

1. Remembering: The learner is able to recall information or facts easily and accurately. This level serves as a foundation of knowledge for the learner to later build upon.

• Example: Learner can list types of fairs provided by Book Fairs.

2. Understanding: The learner is able to build on their knowledge in order to grasp the meaning of new concepts and ideas. This allows the learner to comprehend on a deeper level and they can start to interpret the information.

• Example: Learner can explain why a school would choose one type of fair over another.

3. Applying: The learner can take their newly acquired knowledge and skills to solve problems, make decisions, and carry out tasks that apply to real-world scenarios. Example: Learner can follow the process to explore account history showing what type of fair a customer has used previously. 4. Analyzing: The learner can now break down the given information to understand its parts and relationships. By examining these relationships, they can begin to find patterns that allow them to identify underlying trends. Example: Learner can review information to determine a revenue trend in the customer’s Book Fair history. 5. Evaluating: At this level, the learner can start assessing the value, credibility, and relevance of information or ideas. They can now make informed judgement calls and make decisions based on the information given. Example: Learner can qualify whether a school is eligible for a Case Fair using available information from account history. 6. Creating: At the final level, learners can take all their existing knowledge and skills to generate innovative ideas, solutions, and products. This level promotes originality and leads to new, fresh ideas. Example: Learner can take existing information to craft a plan that fits the customer's individual needs.

Question 5/6

Bloom's Taxonomy Matching

Blooms overview

Blooms overview

1. Remembering: The learner is able to recall information or facts easily and accurately. This level serves as a foundation of knowledge for the learner to later build upon.

• Example: Learner can list types of fairs provided by Book Fairs.

2. Understanding: The learner is able to build on their knowledge in order to grasp the meaning of new concepts and ideas. This allows the learner to comprehend on a deeper level and they can start to interpret the information.

• Example: Learner can explain why a school would choose one type of fair over another.

3. Applying: The learner can take their newly acquired knowledge and skills to solve problems, make decisions, and carry out tasks that apply to real-world scenarios. Example: Learner can follow the process to explore account history showing what type of fair a customer has used previously. 4. Analyzing: The learner can now break down the given information to understand its parts and relationships. By examining these relationships, they can begin to find patterns that allow them to identify underlying trends. Example: Learner can review information to determine a revenue trend in the customer’s Book Fair history. 5. Evaluating: At this level, the learner can start assessing the value, credibility, and relevance of information or ideas. They can now make informed judgement calls and make decisions based on the information given. Example: Learner can qualify whether a school is eligible for a Case Fair using available information from account history. 6. Creating: At the final level, learners can take all their existing knowledge and skills to generate innovative ideas, solutions, and products. This level promotes originality and leads to new, fresh ideas. Example: Learner can take existing information to craft a plan that fits the customer's individual needs.

Question 6/6

Bloom's Taxonomy Matching

Blooms overview

Blooms overview

1. Remembering: The learner is able to recall information or facts easily and accurately. This level serves as a foundation of knowledge for the learner to later build upon.

• Example: Learner can list types of fairs provided by Book Fairs.

2. Understanding: The learner is able to build on their knowledge in order to grasp the meaning of new concepts and ideas. This allows the learner to comprehend on a deeper level and they can start to interpret the information.

• Example: Learner can explain why a school would choose one type of fair over another.

3. Applying: The learner can take their newly acquired knowledge and skills to solve problems, make decisions, and carry out tasks that apply to real-world scenarios. Example: Learner can follow the process to explore account history showing what type of fair a customer has used previously. 4. Analyzing: The learner can now break down the given information to understand its parts and relationships. By examining these relationships, they can begin to find patterns that allow them to identify underlying trends. Example: Learner can review information to determine a revenue trend in the customer’s Book Fair history. 5. Evaluating: At this level, the learner can start assessing the value, credibility, and relevance of information or ideas. They can now make informed judgement calls and make decisions based on the information given. Example: Learner can qualify whether a school is eligible for a Case Fair using available information from account history. 6. Creating: At the final level, learners can take all their existing knowledge and skills to generate innovative ideas, solutions, and products. This level promotes originality and leads to new, fresh ideas. Example: Learner can take existing information to craft a plan that fits the customer's individual needs.

Knowledge Check #2

You did it!

Great job! Now it's time to scaffold up your learning.

What Comes Next?

Determine which level of Bloom's Taxonomy would come next once the learner is able to successfully complete the given objective.

Start

Training Module

What comes next?

First determine which level of Bloom's Taxonomy this objective is meeting, and then you can determine what should come next.

Training Module

What comes next?

First determine which level of Bloom's Taxonomy this objective is meeting, and then you can determine what should come next.

Training Module

What comes next?

First determine which level of Bloom's Taxonomy this objective is meeting, and then you can determine what should come next.

Next page

You did it!

Great job!

Training Module

By using the appropriate knowledge checks for each level of Bloom's, your learner will be able to apply their newfound knowledge successfully.

Types of Knowledge Checks

Flip

Back

Appropriate Knowledge Checks:

• Simple Multiple-Choice Questions
• True/False
• Matching Definitions to Words
• Fill in the Blank
• Labeling

Next

Back

Flip

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Appropriate Knowledge Checks:

• Summarizing
• Predictive Multiple Choice (What would happen if I....)
• Sequence Multiple Choice
• Drawing Conclusions
• Compare and Contrast

Next

Back

Flip

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Appropriate Knowledge Checks:

• Emulation
• Simulation
• Simple Branching (This or That)
• Identify Missing Information
• Writing Scenarios (Choose the correct tool or the correct path)

Next

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Flip

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Appropriate Knowledge Checks:

• Explain why Something is the Best Option
• "What difficulty might you encounter..."?
• Reading Data to Identify Key Facts
• Categorize or Organize
• Identify Missing Step or Organize Rank

Next

Back

Flip

Back

Appropriate Knowledge Checks:

• Scenario Identifying Root Cause of a Problem
• Do You Think/Do You Feel Scenarios
• Recommend Solution Based on the Problem
• Providing Imagery & Requiring Solutions or Management Steps
• What Evidence Would Support X Conclusion

Next

Back

Flip

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Appropriate Knowledge Checks:

• Open Ended Questions
• Making Your Own Talking Points
• Make a Plan for Implementing New Skills
• How Would You Teach Others?
• Peer Feedback Activities
• Online Surveys or Polls

Next

Back

Training Module

Using the Knowledge Check scenarios provided in the previous section, choose one that might work for the following scenarios.

Knowledge Check Scenarios

Training Module

EXAMPLE

Refer back to the Knowledge Check options provided in the previous section. Choose one that might work for one of the following scenarios and type your response in the box.

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Remember" tier of Bloom's Taxonomy:

Remember the key steps of the sales process for booking and organizing book fairs.

Recall the safety guidelines and procedures for packing a case in the warehouse.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Remember" tier of Bloom's Taxonomy:

Remember the key steps of the sales process for booking and organizing book fairs.

Recall the safety guidelines and procedures for packing a case in the warehouse.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Understand" tier of Bloom's Taxonomy:

Describe the impact of literacy and reading programs on student achievement.

Describe the significance of maintaining an accurate inventory count to ensure order accuracy.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Understand" tier of Bloom's Taxonomy:

Describe the impact of literacy and reading programs on student achievement.

Describe the significance of maintaining an accurate inventory count to ensure order accuracy.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Apply" tier of Bloom's Taxonomy:

Demonstrate communication skills best practices during planning calls with BFCs.

Utilize the inventory management system to locate and retrieve specific books for restocks.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Apply" tier of Bloom's Taxonomy:

Demonstrate communication skills best practices during planning calls with BFCs.

Utilize the inventory management system to locate and retrieve specific books for restocks.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Analyze" tier of Bloom's Taxonomy:

Analyze book fair history to identify trends in revenue and cancellations.

Assess the potential risks and hazards in the warehouse environment and propose safety measures.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Analyze" tier of Bloom's Taxonomy:

Analyze book fair history to identify trends in revenue and cancellations.

Assess the potential risks and hazards in the warehouse environment and propose safety measures.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Evaluate" tier of Bloom's Taxonomy:

Evaluate the success of a book fair event based on attendance, sales, and customer feedback.

Evaluate your effectiveness during the packing process based on order accuracy and customer satisfaction.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Evaluate" tier of Bloom's Taxonomy:

Evaluate the success of a book fair event based on attendance, sales, and customer feedback.

Evaluate your effectiveness during the packing process based on order accuracy and customer satisfaction.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Create" tier of Bloom's Taxonomy:

Develop a prospecting plan for your territory based on your market conditions.

Develop a plan to monitor your metrics and take action on red flags.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Create" tier of Bloom's Taxonomy:

Develop a prospecting plan for your territory based on your market conditions.

Develop a plan to monitor your metrics and take action on red flags.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Choose one of the following objectives from each tier of Bloom’s to craft a knowledge check that would be appropriate.

Create Your Own Knowledge Checks

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Remember" tier of Bloom's Taxonomy:

Remember the key steps of the sales process for booking and organizing book fairs.

Recall the safety guidelines and procedures for packing a case in the warehouse.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Understanding" tier of Bloom's Taxonomy:

Describe the impact of literacy and reading programs on student achievement.

Describe the significance of maintaining an accurate inventory count to ensure order accuracy.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Applying" tier of Bloom's Taxonomy:

Demonstrate communication skills best practices during planning calls with BFCs.

Utilize the inventory management system to locate and retrieve specific books for restocks.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Analyzing" tier of Bloom's Taxonomy:

Assess the potential risks and hazards in the warehouse environment and propose safety measures.

Analyze book fair history to identify trends in revenue and cancellations.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Evaluating" tier of Bloom's Taxonomy:

Evaluate the success of a book fair event based on attendance, sales, and customer feedback.

Evaluate your effectiveness during the packing process based on order accuracy and customer satisfaction.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Choose one of the following scenarios in the "Creating" tier of Bloom's Taxonomy:

Develop a prospecting plan for your territory based on your market conditions.

Develop a plan to monitor your metrics and take action on red flags.

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Training Module

Knowledge Check Scenarios

Remembering:

• Simple multiple-choice questions
• True/False
• Matching definitions to words
• Fill in the blank
• Labeling

Understanding:

• Summarizing
• Predictive Multiple Choice (What would happen if I….)
• Sequence multiple choice
• Drawing conclusions
• Compare and contrast

Applying:

• Emulation
• Simulation
• Simple Branching (this or that)
• Identifying missing information
• Writing scenarios (choose the correct tool or the correct path)

Analyzing:

• Explaining why something was the best option
• “What difficulty might you encounter…”?
• Reading data to identify critical facts
• Categorize or Organize
• Identify missing steps or organize rank (situational)

Evaluating:

• Scenario identifying the root cause of a problem
• Do you think/do you feel scenarios
• Recommend a solution based on the problem
• Providing imagery and requiring solutions or management steps
• What evidence would support X's conclusion

Creating:

• Open-ended questions
• Making your talking points
• Make a plan for implementing new skills
• How would you teach others?
• Peer feedback activities
• Online surveys or polls

Next page

You did it!

Great job!

Training Module

Closing

By appropriately incorporating each tier of Bloom’s Taxonomy, we can continue to create engaging and appropriate knowledge checks for our learners.

Remember, the implementation of Bloom's Taxonomy is not a one-time endeavor but a journey of continuous improvement.

We will continue to grow and improve as a team to provide our learners with the best training materials possible.

Strive to create knowledge checks that both challenge and inspire growth in our employees.

As you apply this framework to future training materials, remember to consider the specific needs and abilities of your learners.