In this video, I break down Bloom’s Taxonomy in a way that actually helps you design assessments—without turning it into a memorization chart of “verbs.” I walk you through how Bloom’s fits into the full assessment flow: start with clear learning objectives, decide what “evidence of learning” should look like, and then write questions or tasks that match the thinking level you’re targeting. The goal is alignment—so your teaching, practice, and assessment are all measuring the same thing. I also focus on the practical side: how to convert a topic into a set of questions across levels (from basic recall to higher-order thinking), and how to avoid common mistakes like writing “hard” questions that are just confusing, or labeling an activity as “analysis” when it’s really just “remember.” If you’re doing formative checks, quizzes, exams, or rubrics, Bloom’s becomes a simple framework to balance your paper, differentiate tasks, and make your evaluation fair and defensible. By the end, you’ll be able to plan better assessments, write cleaner exam questions, and track student understanding with more confidence.