critical thinking cue questions

36 Question Stems Framed Around Bloom’s Taxonomy

Question stems can be used as thinking prompts for class discussions, prompting, and various forms of assessment.

Question Stems Framed Around Bloom’s Taxonomy

by TeachThought Staff

While critical thinking is a foundation rather than a brick, how you build that foundation depends on the learning process itself: exposing students to new thinking and promoting interaction with that thinking in a gradual release of responsibility approach.

Question stems can be a powerful part of that process no matter where the learner is. They can be used as metacognitive and higher-order thinking prompts for class discussions, prompting, cueing, pre-assessment, self-assessment, formative and summative assessment, etc. 

See also  28 Critical Thinking Question Stems & Response Cards ($2.95)

The following graphic includes 25+ question stems framed around the early, non-revised Bloom’s Taxonomy are worth a gander.

In the ‘Knowledge’ category, question stems focus on helping students identify and recall information — these are often referred to as ‘literal’ questions, because a learner could more than likely point to a specific location in a text and say, “This is the answer.”

‘Comprehension’ question stems go a step further by prompting the students to make explain concepts or relationships in their own words, demonstrating that they can organize and select facts and ideas from within and across texts.

With ‘Application,’ students elevate their thinking by applying what they comprehend. They use facts, rules, and principles to relate their learning to other contexts, like text-to-text, text-to-world, and text-to-self connections.

In ‘Analysis,’ learners separate parts from a whole. They may categorize information, compare and contrast, or use a diagram to show relationships.

‘Synthesis’ requires students to combine ideas to form a new idea. Here, students are moving toward creation and ingenuity. They can make predictions and devise prototypes for presented problems.

Finally, ‘Evaluation’ question stems prompt students to share their own thinking, or to make judgments based on a body of evidence and/or opinion. 

While this version of Bloom’s Taxonomy has since been revised, we see value in these question stems as resources to help students think more deeply, and to help teachers start them off on the right track. 

Image attribution flickr enokson

TeachThought is an organization dedicated to innovation in education through the growth of outstanding teachers.

Supplemental Resources: Supporting Student Learning

Question / Prompt Cues for Bloom’s Taxonomy

The following document highlights some of the subcategories of Bloom’s Taxonomy of the Cognitive Domain as Anderson and Krathwohl revised it in the early 2000s. Anderson and Krathwohl introduced a second facet to Bloom’s taxonomy, encouraging us to think of the ways that each of their revised categories (remember, understand, apply, analyze, evaluate, and create) mapped onto four different kinds of knowledge (factual, conceptual, procedural, and metacognitive).

We’ve drawn verbs, question cues, and example assignment/quiz statements from the literature that followed this revision. You’ll notice that there is occasionally some overlap between the verbs and question types below. This is because assessments are often context-dependent: some of these verbs map differently onto different disciplines’ practices.

Navigation : Remember   |  Understand   |  Apply   |  Analyze   |  Evaluate   |  Create   |  Resource Attributions

(1) REMEMBER

Question / Prompt Cues

MEMORY QUESTIONS  require the recall of information that was actually stated, either facts or stated concepts and generalizations.

• What is the specific gravity of mercury?
• Review the development of the United Nations.
• How would you show …?
• Who (what) were the main …?
• What are three …?
• What is the definition of ….?

(2) UNDERSTAND

TRANSLATION QUESTIONS involve expressing an idea in a different form of communication (words to symbols; symbols to words; words to diagrams; words to other words, etc.).

INTERPRETATION QUESTIONS require drawing relationships among facts, definitions, generalizations, or values. (For instance: comparison or contrast questions or questions that seek a cause-and-effect relationship.)

• Depict the steps involved in extracting DNA from a strawberry in the form of a flow chart.
• Compare the effects of alcohol and marijuana.
• How does the concept of ‘democracy’ as used in the United States differ from the way the word is understood in Russia?
• What facts or ideas show …?
• What is the main idea of …?
• Which statements support …?
• How can you explain what is meant by/when …?
• What can you say about …?
• Which is the best answer …?
• How would you summarize …
• Write a short summary of the events portrayed in the following video clip
• Paraphrase Mary Wollstonecraft’s opinions of contemporary women’s education in A Vindication of the Rights of Woman

APPLICATION QUESTIONS often ask the reader to transfer concepts from one academic context to another or from an academic context to the context of everyday life.

• How does the growing population of the US affect me?
• How does the concept of immediate approval or reward apply in a child’s learning to talk?
• How would you use … to address …?
• What examples can you find to …?
• How would you organize _______ to show …?
• How would you show your understanding of …?
• What approach would you use to …?
• How would you apply what you learned to develop…?
• What other approaches could you take if you wanted to …?
• What would result if …?
• What evidence would you select to show …?
• What questions would you ask in an interview with…? Why?

(4) ANALYZE

ANALYSIS QUESTIONS often require the reader to identify the logical steps used in a thinking process to arrive at a conclusion. When working with analysis questions, students must understand the parts as well as the reasoning process used to hold the parts together.

• How does Jefferson arrive at his conclusion that all men are created equal?
• Why might many people in the US have shifted from celebrating the concept of tolerance to celebrating the concept of inclusivity?
• What are the parts or features of …?
• How is _______ related to …?
• What motive is there for …?
• How would you classify …?
• What evidence can you find to support …?
• What is the relationship between …?
• What distinctions do you see between …?
• What is the function of …?
• What philosophies justify …?
• Structure evidence in a historical description into evidence for and against a particular historical explanation

(5) EVALUATE

EVALUATION QUESTIONS require judgments of value and validity measured against specific standards which are derived from the relationships of internal criteria and/or external criteria.

• Given the conditions described in our case study, determine whether solar or wind power would be the most productive choice for the town in question.
• When do you believe individual freedom should be given precedence over the welfare of the community as a whole and vice versa? Why?
• How would you prove …? disprove …?
• How can you assess the value or importance of …?
• What would you recommend …?
• How would you rate or evaluate the …?
• What choice would you have made …?
• How would you prioritize …?
• What details would you use to support the view …?
• Why was … a more practical approach to take than … in … situation?

SYNTHESIS QUESTIONS ask the reader to bring together information in order to create a new idea that was not explicitly stated previously.

Synthesis questions allow for a ‘controlled freedom’ in developing answers. This means recognizing many possible avenues, yet working within the limits set by the particular problems, materials, or methodologies. The answer to a “synthesis” question must provide an outcome, whether it be a unique communication, a proposed set of operations, etc.

CREATION QUESTIONS require putting ideas together to form a new and different whole.

Creation questions frequently invite students to demonstrate a mastery of course content but also an understanding of a specific communication genre . (For instance, when students are invited to create a research poster to present their findings, they’re being asked to navigate the research process and also to translate that research into a visual and textual format that follows established field conventions.)

• Based on both of today’s readings, what conclusions can you draw about …?
• What do you think …. might have said about … if she had lived in the present day? Why?
• How would you improve …?
• What alternative can you propose …?
• How would you adapt ________ to create a different …?
• What could be done to minimize (maximize) …?
• What way would you design …?
• What could be combined to improve (change) …?
• How would you test or formulate a theory for …?
• What would you predict as the outcome of …?
• How might a model be constructed that would change…?

Resource Attributions

In this resource, we have synthesized excerpts from several existing resources into one document and have added additional language of our own.

• We drew subcategories and verbatim descriptions of each revised Bloom’s taxonomy category from Lorin W. Anderson and David Krathwohl’s 2001 edited collection, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. (Longman).  These excerpts appear in the form of tables after each heading.
• We drew some language about types of questions (interpretation, translation, etc.) and examples from a handout by the University of Victoria Counseling Services . In turn, the University of Victoria reprinted this hierarchy from Benjamin S. Bloom, et. al., TAXONOMY OF EDUCATIONAL OBJECTIVES, Handbook I, David McKay Company, Inc., 1956, and added modifications by Norris M. Sanders, CLASSROOM QUESTIONS – WHAT KINDS?, New York: Harper and Row, 1966.
• We drew most of the verb examples from Claudia J. Stanney’s 2016 article in  Education Sciences, “ Reevaluating Bloom’s Taxonomy: What Measurable Verbs Can and Cannot Say about Student Learning. ” (This is an interesting read: Stanney searched for patterns across Bloom’s Taxonomy verb lists.) Stanney published this article with a CC-BY license .

We believe our adaptation and circulation of these resources are in alignment with fair use in the US. To the extent that this is a transformative work, we’re comfortable with you rehosting or further adapting this adaptation for your own purposes under the terms of our Creative Commons Attribution-NonCommercial 4.0 International License , but we recommend that you make your own fair use assessment in consultation with the sources above, that you include attributions and links to the original sources, and that you include a similar attributions statement to ensure that future adaptors also provide careful credit for their adaptations.

MTLE Resources Copyright © by Christian Castro; Naomi Salmon; and Madison Teaching and Learning Excellence is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Bloom's Critical Thinking Cue Questions Cue Questions Based on Blooms' Taxonomy of Critical Thinking

2013, Taksonomi Bloom

Taksonomi Bloom

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Using Bloom's Taxonomy to Ask Critical Thinking Questions

“Good learning starts with questions, not answers.” – Guy Claxton

Critical thinking is required in the workplace, in educational settings, and to address everyday challenges. In ESL classes, teachers often ask only factual questions that rely on short-term memory, such as “What did Lee Pa do yesterday?” and “What is the capital of Minnesota?”

While memory is an important skill, teachers should ask questions and plan activities that dig deeper. Even in beginning level classrooms, it is essential that learners are asked questions that challenge them to think critically.

One tool that can be used to incorporate critical thinking questions and activities into the classroom is Bloom’s Taxonomy . Bloom’s Taxonomy is a classification system that is used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding.

Bloom’s Taxonomy divides thinking into six categories, with one being the simplest level of thinking, up to six, which is the most complex.

• Knowledge:  Remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. When asking question, use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc, to draw out factual answers, testing students' recall and recognition.
• Comprehension:  Grasping or understanding the meaning of informational materials. When asking question, use words such as: describe, explain, estimate, predict, identify, differentiate, etc, to encourage students to translate, interpret, and extrapolate.
• Application:  Applying previously learned information (or knowledge) to new and unfamiliar situations. When asking question, use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc, to encourage students to apply knowledge to situations that are new and unfamiliar.
• Analysis:  Breaking down information into parts, or examining (and trying to understand the organizational structure of) information. When asking question, use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc, to encourage students to break information down into parts.
• Synthesis:  Applying prior knowledge and skills to combine elements into a pattern not clearly there before. When asking question, use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc, to encourage students to combine elements into a pattern that's new.
• Evaluation:  Judging or deciding according to some set of criteria, without real right or wrong answers. When asking question, use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc, to encourage students to make judgements according to a set of criteria.

For resources and articles related to using Bloom’s Taxonomy to ask questions in the ESL classroom, check out these articles and resources:

• Bloom’s Taxonomy Wheel and Wall Chart with Question Stems
• Levels of Questions in Bloom’s Taxonomy
• Interactive Revised Bloom’s Taxonomy

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85 Critical Thinking Questions to Carefully Examine Any Information

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Last Updated on June 7, 2022 by Glori Surban

The ability to think critically will often determine your success in life.

Let’s face it. Every day, we are bombarded by news, social media updates, and an avalanche of information. If you take all of this at face value, it’s easy to be deceived, misled or ripped off.

That’s why it’s important to  develop a mindset that focuses on critical thinking . This is a skill that needs to be developed in the classroom. But it’s also a valuable life skill.

With that in mind, the following post will share 85 critical thinking questions you can use to increase your awareness about different problems by carefully examining available information. 

Let’s get started…

Table of Contents

What Are Critical Thinking Questions?

Critical thinking questions are inquiries that help you think rationally and clearly by understanding the link between different facts or ideas. These questions create a seemingly endless learning process that lets you critique, evaluate, and develop a depth of knowledge about a given subject. Moreover, you get to reinforce your viewpoints or see things in a new way.

We make decisions every day, whether at work or home. Adopting logical, rational, and practical approaches in addressing various issues requiring critical thinking is essential in decision-making. Therefore, before arriving at a decision, always ask yourself relevant questions and carefully analyze the matter’s pros and cons.

Critical Thinking Questions When in an Argument

When you make an argument using a critical thinking approach, you focus on justified claims that are valid and based on evidence. It helps one establish a strong argument.

• Do I disagree with the other person? Might the person I'm arguing with be misinformed on what they are saying?
• Would I be comfortable saying what I am telling him/her if I was in front of a group of people? 
• What would happen if I lose this argument? Is engaging in this argument worth my time and energy? How will I feel if I lose?
• Is there room for ambiguity or misinterpretation? Are we arguing because I didn't make my point explicit? Should I take my time to understand his school of thought?
• Do I need some rest before saying something? Am I arguing because of other reasons other than the issues at hand? Do I need to take some time and cool down?

• Is it more important that I’m right? Am I trying to ask to prove an unnecessary point?
• Is this argument inductive, deductive, or abductive? Is it a weak or strong argument that I need to engage in? Is it compelling or sound? 
• Is my opponent sincere? Given that they are wrong, are they willing to admit that they are wrong? Can they depend on available evidence, wherever it leads?
• Are my opponents only trying to shift their burden to me? What is the best way to prove them wrong without making them feel bad?
• Are the people I'm arguing with only interested in winning, or are they trying to pass some information across and help me discover the truth?

Critical Thinking Questions When Reading a Book 

When you read a book, you probably ask yourself many “why” questions. Why is this a problem? Why did the character say that? Why is this important? The most challenging part of reading a book is assessing the information you are reading. These questions can help.

• If I learn only two things from this book, what will they be? How will they help me? How will I apply them in my daily life?
• What message are the authors trying to pass across? Are they making suggestions or providing evidence for their arguments?
• Given that almost every book is about solving problems, what is the most prevalent issue that the author is trying to solve?
• What is the author’s writing style? What strategy or master plan does the author employ to convey his/her main ideas throughout the book?
• Do I have background information about the book’s topic? If so, how is what the author is saying different from what I already know?
• What didn’t I understand from the book? Should I re-read the book to understand everything the writer is trying to convey?
• Which sections of the book do I love the most, and why? Generally, do I like this book? Should I look for more books that are written by the same author?
• If I had a chance to meet this book’s author, what questions would I ask him/her? What would I tell the writer about the book? Is it a great book worth recommending to your friends and family members?
• Who are the main characters of the book? If there is only one main character, what overarching goal does the character accomplish?
• In what ways did the protagonist change from the start of the book to the end? What caused the changes? Was the protagonist reckless in some ways? Which ways?

Critical Thinking Questions to Spot a Scam

Asking questions when you feel that a fraud or a scam is being presented to you is a good way to stretch your critical thinking muscles. Are you being emailed or messaged by a stranger? Or maybe there are other red flags you are unsure about. If so, ask these questions.

• Does it seem to be too good to be true? Is this stranger pushy or trying to lure me into making a poor decision?
• When trying out online dating: Is my new “friend” professing strong feelings towards me although we’ve only interacted for a few hours?
• Why is a stranger calling me to ask about my Social Security Number (SSN), personal contact information, or bank details while claiming they are from the bank or a phone company? 
• When buying products online, why does the seller ask me to pay for goods using an insecure payment option like Bitcoin or money order?
• Does the email I have received have any spelling or grammatical errors? Is the language used overly formal or informal?
• If I do a quick search about the exact words of the email I received, does Google indicate it's a fraud or scam?
• Why should a stranger manipulate me using obvious questions like “Would you want to be rich or poor?” While they already know the answer?
• Is the email asking me to download an attachment? Or click a link to some insecure website? 
• Is the person trying to make me feel selfish or guilty for not sending them money, whether for a donation or buying a product? 
• Is the stranger portraying a sense of urgency and using pressure tactics? Are they telling me that their family member needs urgent medical attention?

Critical Thinking Questions About Your Life

It can also help to ask yourself a few critical thinking questions about your life. This way, you can gather basic information and uncover solutions to problems you might not have otherwise thought of.

• Where do I wish to be in a few years, probably two, three, or five years? What short-term and long-term goals should I set?
• What have I achieved so far from the time I set my previous goals? What should I be grateful for?
• Do I have any values that guide me in life? If so, what are these values? Am I always true to these values?
• Am I always worried about what people around me think? Can I act independently without the need to meet social expectations?
• What should people say about me at my funeral? Would they talk about how good I made them feel or how rich and flashy I was?
• If I wasn't afraid of anyone or anything, what would I have done? What if I didn't have any fear in me?
• If today was my last day, what extraordinary thing would I do? Can I do it right now?
• What should I do with the things that matter the most to me? 
• What things will make the greatest difference in my future life if I take action now?
• How should I react when I feel unwanted by the people I love the most? Should I tell them?

Critical Thinking Questions for a Debate or Discussion

When you are in the middle of a debate or discussion, you need to know that what you are saying is fact, have evidence to support your claim, and position yourself as an expert in what you are saying. Here are some critical thinking questions to ask when you are in a debate or discussion.

• Is there fairness in this discussion? Is the moderator supporting one side? Do they want to make one side look stupid or wrong? 
• What is the aim of this discussion? Is there a major problem that needs to be solved? If so, how can I help solve it?
• Who are the people affected by this discussion? If they were here, what would they say?
• Do my views on this discussion matter? If I raise my point, will I be redundant?
• What am I supposed to learn from this debate, and how can I use what I have learned in my daily life?
• Does the audience seem to be biased towards one side? Are they booing one side? What can I do even if it's our opponents being booed?
• Who are the discussion panel members? What views have they held about this kind of discussion or any other related discussions in the past?
• How can I make my point without being ambiguous? Before I speak, should I take down some notes to avoid any confusion during my speech?
• Am I ready to apologize if I make a mistake during the discussion? If so, what are the limits?
• What information does my team, or I need before this discussion? 

Critical Thinking Questions About Lying

Admitting when you are wrong, choosing not to cheat, and sharing constructive feedback are all ways to show your honesty. Here are some critical thinking skills to ask regarding lying.

• Will the lie hurt those I am telling, or will it help them? What if being honest might cause my friend unnecessary pain?
• Should I be the one telling this person a lie, or I let someone else do it? 
• Will I be the one hurt if I tell this lie? Will my friend feel I am a betrayer? Will it affect our friendship?
• Do they answer my questions in detail, or are they always trying to ignore and dodge the main problem?
• What if I ask these people the same question using different terms and wording? Will they give me the same response?
• Did the tone of my friend suddenly change after I asked him/her this question? Do they sound louder, faster, or slower compared to how they usually speak?
• Does this person have something to gain by lying to me? What is their motive?
• Does this person take a sudden pause or hesitate more than usual when responding to my question?
• When I look at these people's faces, do their facial expressions match what they say?
• Should I believe this person or not? What are my intuitions? Does it look like they are telling the truth?
• Do they blink like other days when I ask them questions? Are they always trying to avoid direct eye contact?
• Why do they seem uncomfortable when it’s just a normal conversation?  

Critical Thinking Questions When Presented With a Claim

Critical thinking is much more than just evaluating whether a claim is true or not. It also means a critical thinker reflects on what follows from true claims.

• What does this claim mean, and what are its implications? What if it's a false claim?
• Which of my morals, values, or beliefs do I have to give up to accept this claim?
• Do professionals in this field agree or disagree with the claim that has been made?
• Do they have evidence to back their claim? Which is the most robust evidence to support the claim?
• What argument can I come up with to refute this claim? Or what is the best view that can support this claim?
• Who is the primary source of the claim being made? Is the basis of the claim reliable?
• Is it a claim, or it's just an opinion?
• Is the claim likely to be 100% false, true, or partially true?
• Am I allowed to refute the claim and table my evidence, or is it one-sided?

Critical Thinking Interview Questions

Critical thinking skills are valuable in any industry or field and for almost all roles. During a job interview, you will be asked questions so the potential employer can assess your skills and see how you use logic. Your critical thinking ability is just one vital part that can play into your professional development.

• Is there a time you had to convince someone to use an alternate approach to solve a problem?
• Have you ever had to make a difficult decision quickly?
• How would you handle a situation where your supervisor handled something wrong or made a mistake?
• What is one of the most difficult decisions you have ever had to make at work?
• How would you solve a disagreement between coworkers when approaching a project?
• Can you describe a time when you anticipated a problem ahead of time and took the appropriate steps to stop the problem from becoming an issue?
• If you discover a cheaper way to do something or a better solution to a problem and try to explain it to your supervisor, but they don’t understand, what do you do?

Critical Thinking Questions for Kids

We can’t leave the kids out either. Critical thinking questions for kids get them thinking and talking. It also allows a parent to get to know their child better.

• How many grains of sand do you think are on the beach?
• What would happen if it stopped raining?
• Do you think there is life on other planets?
• Should children be able to set their own bedtimes?
• How would you describe what a tree looks like without saying green or leaves?
• Can you name five different emotions?
• Can you talk for five minutes without uttering “um?”

What Are the Basic Principles of Critical Thinking?

Your critical thinking skills involve gathering complete information, understanding and defining terms, questioning the methods by which we get facts, questioning the conclusions, and looking for hidden assumptions and biases.

Additionally, we can’t expect to find all of the answers, and we need to take the time to examine the big picture of it all.

Here are the basic principles:

• Disposition: Someone with critical thinking skills is often skeptical, open-minded, and practices fair-mindedness. They can look at different viewpoints and change positions if the evidence and reason lead them to do so.
• Criteria: In order to think critically, one must also apply criteria. Certain conditions must be met before someone believes in something. The information needs to be from credible sources.
• Argument: An argument is simply a statement or proposition that is shown with supporting evidence. When you use your critical thinking skills, you identify, evaluate, and construct your argument.
• Reasoning: With critical thinking comes reasoning. You must examine logical relationships among the statements being made.
• Point of View: Critical thinkers can see things from different perspectives and different points of view.

What Are Good Analysis Questions?

Analysis is a part of critical thinking that allows you to examine something carefully. Someone with analytical skills can examine the information presented, understand what that information means, and then properly explain that information to others. Analysis in critical thinking provides more clarity on the information you process.

When analyzing, you may ask yourself, “how do I know this,” how would I solve this problem,” and “why does it matter?”

Why Is Critical Thinking an Important Skill?

Critical thinking skills allow you to express thoughts, ideas, and beliefs in a better way. It also leads to improved communication while allowing others to understand you better. Critical thinking fosters creativity and encourages out-of-the-box thinking. This is a skill that can be applied to many different areas of your life.

For example, knowing the answers to critical thinking questions for a job interview will better prepare you for the interview. Many employers, during questioning, are likely to ask you critical thinking questions to assess if you have the ability to evaluate information effectively so you can make more informed decisions.

Final Thoughts on Critical Thinking Questions

Although it's common to get torn between making two or more choices, nobody wants to make the wrong decision. The only thing you can do to avoid this is use critical thinking questions to examine your situation. The answers to these questions will help you make informed decisions and help you comprehend crucial matters in your life. 

Want to learn more about critical thinking and decision-making using a real-life example? Here is  how Jeff Bezos uses critical thinking  to make some of the most challenging life decisions.

Finally, if you want to ask better questions, then watch this short, 20-minute course to learn how to have a great conversation with virtually anyone .

15 Critical Thinking Interview Questions To Ask Candidates

Identifying critical thinking skills is crucial during the recruitment process in any organization, regardless of its size. These skills are vital for tackling problems, driving innovation, and developing long-term strategies to meet organizational goals.

Candidates often face scenarios where they don’t have all the information needed to solve a problem, and solutions are rarely black and white . That’s why employers must prepare a curated list of critical thinking interview questions to better understand how the employees would handle complex situations and apply critical thinking abilities in the workplace.

The critical thinking interview questions would help you understand the candidate’s approach to solving a problem and how they would handle diverse work scenarios efficiently. 

Especially, when you pair this set of interview questions with Calibr.AI ’s soft skills assessment, you will be able to easily distinguish between the candidates and proactive thinkers who adopt a more passive problem-solving approach.

But first things first–

What Is Critical Thinking?

Critical thinking is the ability to analyze information objectively and make reasoned judgments. It involves evaluating evidence, considering different perspectives, and systematically solving problems. 

Rather than accepting information at face value, critical thinkers question assumptions, recognize biases , and use logical reasoning to reach well-supported conclusions . This skill is essential for effective decision-making and problem-solving in both personal and professional contexts.

Why Is It Important To Ask Critical Thinking Questions In The Interview?

Nowadays, the traditional methods of hiring to analyze whether the candidate is suitable for the role aren’t enough. The sudden rush in the hiring process leaves employees facing job abandonment. Due to this, employers end up going through the same hiring process again. 

Since most positions require candidates to think on their feet and quickly adapt to the situation, it can be difficult to assess the candidates, especially considering their previous job experiences, which may or may not be in favor of the position. 

This is why we have prepared a list of 15 critical thinking interview questions you must ask your candidates to find out the best-suited candidate for the role.

Top 15 Critical Thinking Interview Questions (With Answers)

1. Can you share an experience when a project didn’t go as expected? What steps could be taken to prevent similar issues in the future?

"In one project, our timeline was significantly delayed due to unexpected vendor issues. To avoid this in the future, I would implement more rigorous vendor vetting processes and establish contingency plans. Additionally, regular check-ins and risk assessments could help identify potential problems early and keep the project on track."

2. Can you describe a situation where you had to make a critical decision on short notice?

Yes, there was a time when a key team member unexpectedly left mid-project, and I had to quickly decide how to reassign their tasks to keep the project on schedule. I assessed the team’s strengths and redistributed the workload accordingly while communicating the changes clearly. This approach allowed us to meet our deadlines and maintain project momentum.

3. Can you provide an example of a time when you needed to persuade your manager that your solution to a problem was the best approach? How did you go about making your case?

Yes, I once proposed a new strategy for streamlining our workflow. I presented a detailed analysis showing potential efficiency gains and supported it with data from similar successful implementations. By clearly demonstrating the benefits and addressing potential concerns, I was able to gain my manager’s support.

4. Can you share an instance when you anticipated a problem before it arose? How did you address it to prevent the issue from occurring?

Yes, I noticed a potential bottleneck in our project timeline due to overlapping tasks. I proactively adjusted the schedule and communicated the changes to the team. This preemptive action helped us avoid delays and kept the project on track.

5. How would you handle a situation where a customer presents an issue while you’re in the middle of a crucial discussion with your manager?

I would politely acknowledge the customer's concern and assure them I’ll address it shortly. Then, I’d quickly wrap up my discussion with my manager and prioritize the customer’s issue to ensure it’s resolved promptly.

6. How would you describe the color green to someone who is blind?

I would describe green as a color that feels refreshing and calming, like the sensation of cool, soft grass underfoot or the smell of a fresh, leafy plant. It's often associated with growth and renewal, bringing a sense of tranquility and balance.

7. What’s your approach to assembling a 1,000-piece jigsaw puzzle?

I would start by sorting the pieces into groups based on color and edge pieces. Next, I’d build the border first to create a framework and then work on smaller sections of the puzzle, using the reference image to guide me. Regularly checking and adjusting pieces ensures a smoother assembly process.

8. If a co-worker proposes a solution during a meeting that you believe won’t work, how would you handle it?

I would respectfully express my concerns by offering a constructive critique and suggesting alternative solutions. I’d ensure my feedback is presented thoughtfully to foster a collaborative discussion, helping the team find the most effective approach.

9. Can you recall a time when someone proposed an idea you hadn’t thought of before? How did you respond?

Yes, there was a time when a team member suggested a new approach to a project that I hadn’t considered. I was open to their idea, took the time to understand their perspective, and ultimately integrated their suggestion, which led to an improved outcome.

10. What is your approach to tackling a problem?

I start by thoroughly understanding the problem and gathering relevant information. Then, I identify potential solutions and evaluate their pros and cons. Finally, I implement the most effective solution and monitor its impact to ensure the problem is resolved.

11. Can you provide an example of a time when you identified a problem at work and developed a solution?

I noticed that our team's project tracking was inefficient due to outdated tools. I proposed and implemented a new project management software that streamlined our workflow and improved communication. This change led to a noticeable increase in productivity and project accuracy.

12. Can you describe a time when you had to adjust your work style to align with a manager’s preferences? What changes did you make?

Yes, I had to adapt to a manager who preferred more frequent progress updates. I shifted to providing detailed weekly reports and scheduled regular check-ins to keep them informed. This adjustment improved our communication and helped ensure alignment with project goals.

13. How would you handle a situation where your manager made an error on a crucial document?

I would approach the situation tactfully by privately pointing out the mistake and suggesting a correction. I’d provide any necessary information or support to fix the error, ensuring it’s resolved discreetly and professionally.

14. Do you think it's more effective to raise prices for higher profit or lower prices to enhance customer satisfaction?

It depends on the context. Raising prices can boost profit if the value justifies it while lowering prices can attract more customers and increase volume. Ideally, finding a balance that maximizes profit while maintaining customer satisfaction is the best approach.

15. If you arrived at work to find 1,000 emails waiting and only had time to respond to 200, how would you prioritize which emails to address?

I’d prioritize emails based on urgency and importance, focusing on those from key stakeholders, critical issues, or deadlines. I’d also check for any flagged or high-priority messages and address those first to ensure I’m tackling the most pressing matters.

In Conclusion

These are some of the most strategic critical thinking interview questions you can ask your candidates to assess their critical and analytical thinking skills required for the job role. So next time, use this list to efficiently evaluate your candidates and choose the right person for the company.

To further enhance your recruitment process, consider investing in Calibr.AI . Our product provides advanced soft skills assessments that complement your interview questions, helping you identify proactive thinkers and differentiate between candidates more effectively. By integrating Calibr.AI into your hiring strategy, you'll be better equipped to find candidates who excel in critical thinking and contribute meaningfully to your organization’s success.

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As an enthusiastic English literature graduate, Chandni enjoys writing as much as a toddler enjoys animation. She discovered her passion for writing and expressing thoughts through this form amidst the nail-biting months of the COVID-19 pandemic. Ever since then, she has volunteered in various anthology books that have been published on Amazon. Her experience working on a diverse range of verticals has enabled her to excel in this domain and face new challenges as they come. With a contagious thrill and excitement at the workplace, Chandni embraces wearing different hats and soaks up information like a sponge.