The following is an excellent resource for the teacher who wants students to see how test questions are created. After going over each simplified step of Bloom's taxonomy, students can be asked to create their own questions, using material from a previously completed unit.
After questions are created, the class can discuss each question, deciding as a group what questions accurately test what they have covered.

1. Knowledge- Remember
   Questions that get at the facts: Who, what, when, where. Questions that ask the student to define, describable, identify, list, match, or name. The student needs only to remember information or can easily locate the information without having to interpret it.
   Examples:
   
   1) Who was on their way to Grandma's house?
   2) What did the wolf say his big brown eyes were for?
   3) Where did Little Red Riding Hood first meet the wolf?
   4) When did the woodcutter come on the scene?

2. Comprehension- Understand
   Questions that get at understanding: Why, how, give an example, say it in a different way. Questions that ask the student to convert, defend, distinguish, estimate, generalize, or rewrite. The student needs to understand the information and not merely recall or "parrot" it.
   Examples:
   
   1) What kind of girl was Red Riding Hood?
   2) Why did Red Riding Hood ask so many questions when she saw her Grandma (supposedly) in bed?
   3) How did the wolf get into Grandma's house?
   4) Tell in your own words what a hood is.

3. Application- Solve
   Questions that ask the student to change, compute, demonstrate, operate, show, use or solve. The student needs to apply what s/he has learned to a new situation.
   Examples:
   
   1) What did Red Riding Hood's mother do that was kind?
   2) Which part of the story could have really happened?
   3) Which parts are make-believe?

4. Analysis- Analyze
   Questions that ask the student to distinguish, diagram, outline, relate, break down, discriminate, or subdivide. Students need to "take apart" the information and examine the different parts. Students must be able to categorize, to perceive similarities and differences.
   Examples:
   
   1) How is Red Riding Hood's mother like yours?
   2) In what ways is she different?

5. Synthesis- Create
   Questions that ask the student to combine, compile, compose, create, design, or rearrange. The student needs to bring together more than one piece of information, idea, concept or set of skills.
   Examples:
   1) Create a story based on what might have happened if Red Riding Hood had met only a mouse in the forest.
   2) What do. you think the wolf would have done id Grandma had not been sick?

6. Evaluation- Judge
   Questions that ask the student to appraise, criticize, compare, support, conclude, discriminate, contrast, summarize, or explain. The student needs to make an evaluative judgement and then support it.
   Examples:
   
   1) So you think the wolf is a meany? Why or why not?
   2) Was Little Red Riding Hood foolish? Why do you think so?