Table 1: Rough Analysis* of LE June’06 Part A and B-1 Using FirstThree Levels of Bloom Taxonomy of the Cognitive Domain 
-1 Using FirstThree Levels of Bloom Taxonomy of the Cognitive Domain 

(K = Knowledge, C = Comprehension, A = Application) 

Q# Bloom Q# Bloom Q# Bloom Q# Bloom Q# Bloom 
1 C 11 C/A 21 K 31 A 38 A 
2 C/A 12 K 22 C 32 C 39 C 
3 C 13 C 23 K 33 C 40 C 
4 K/C 14 A 24 C 34 C/A 41 C 
5 C 15 K/C 25 C 35 K 42 K 
6 C 16 K 26 K/C 36 C 43 C/A 
7 K/C 17 C 27 A 37 C 
8 K/C 18 C 28 K/C 
9 K/C 19 C/A 29 C 
10 A 20 C 30 C 

* Depending on how the concepts and major understandings were taught, certainquestions for students might fall into different Bloom Levels. Also, the style of question 
might influence in which Bloom level the question might be placed. These placementsare meant as points of discussion about the “stories behind the questions,” rather than any 
hard-fast conclusion about assigning a particular question to a particular Level ofBloom’s Hierarchy. (MJD, 6/22/06) 
Table 2: Summary of Bloom Levels from Table 1 above (LE June ’06) 

Bloom Levels Part A Part B-1 Total 
Knowledge 4 2 6 
Knowledge / Comprehension 7 0 7 
Comprehension 13 7 20 
Comprehension / Application 3 2 5 
Application 3 2 5 

(MJD, 6/22/06)