As I mentioned in my last post I have replaced my use of Bloom’s Taxonomy with the Revised Bloom’s Taxonomy. But either way – whether you still call the bottom two levels Knowledge and Comprehension or Remembering and Understanding — when writing questions I consider the transition between these two levels the most important transition up the hierarchy. Why? Because there is a huge leap between Remembering and Understanding. The former implies mere memorization, the latter a much deeper level of cognitive processing.
Remembering: What year was the Berlin Wall built?
Understanding: Why was the Berlin Wall built?
Remembering: What were the names of the two scientists who first discovered the structure of DNA?
Understanding: What is the function of DNA?
Remembering: What is the speed of light?
Understanding: In physics, what is the importance of the speed of light?
Not that your learners shouldn’t know facts. Facts can be important. But I’m sure you get the point: Mere facts without understanding are not very meaningful.