From teaching.colostate.edu/tips/tip.cfm?tipid=87
Level One Questions ask that students do such things as define or describe, identify or label, list, match, or name things. Such questions assess basic knowledge regarding terms, facts, principles, and procedures.
An example would be:
"List the steps involved in locating an earthquake epicenter."
Level Two Questions ask that students do such things as defend or distinguish; estimate or convert, explain, or extend; infer, predict, or summarize. These are questions that assess levels of comprehension understanding of facts and principles, and the accurate interpretation of material.
For instance:
"Summarize the basic tenets of collaborative conservation."
Level Three Questions require that students demonstrate, modify, or operate; prepare, produce, or relate; show, solve, or use something. These questions assess application skills used in problem solving, and in applying concepts and principles to new situations.
A typical example would be:
"Calculate the rate of habitat fragmentation within the Colorado Front Range in the last decade."
Level Four Questions Ask students to do things like diagram or differentiate, distinguish or illustrate, relate or point out; select, separate or subdivide. Such questions assess analytical abilities like recognizing unstated assumptions and logical fallacies, or distinguishing between facts and inferences.
In a simple example, one might ask:
"In the article read in class, which statements are based on facts and which are based on assumptions?"
Level Five Questions include such verbs as categorize, combine, or compile; devise, design, or explain; organize, rearrange, or reconstruct. These skills require the ability to synthesize information, integrate learning from different areas, and/or solve problems through creative thinking.
Here’s an example:
"How would you restructure a numerical model of salmonid migration to account for the effects of flow regulation?"
Level Six Questions are evaluative. They ask that students do such things as appraise, compare, or conclude; contrast, criticize, or describe; justify, interpret, or support. These kinds of questions help you gauge your students’ ability to judge, discriminate, and assess.
For instance:
"What data are used to support the conclusion of variable denitrification rates in alpine meadow soils?"
