Convergent questions seek to ascertain basic knowledge and understanding. Divergent questions require students to process information creatively. Convergent questions tend to align with the first three levels of Blooms Taxonomy of Learning Objectives while divergent questions relate to the latter three levels. Emphasis is upon memorization and recitation. Level II - High Order Convergent Questions requiring students to do productive thinking.
Student understand and mentally organize information.
Level III - Low Order Divergent Questions requiring students to supply a reason or cause, citing evidence to support their answers. Level IV - High Order Divergent Questions requiring students to respond creatively and originally to problems or scenarios. Meaningful Learning Critical thinking takes place when students are required to perform in the analysis - evaluation range. The remainder of the curriculum is mentally jettisoned after the final assessment. Feedback Bloom suggested feedback as the most important teaching behavior related to student achievement.