As a first step toward studying ways to develop higher-order thinking in undergraduate students, we used a modified version of Bloom's taxonomy to assess study questions in two computer-mediated psychology courses. Three assessors developed operational definitions of the thinking levels required to answer study questions (or components of the questions). For each course, there was a high level of independent agreement between these assessors and a second group of assessors who used the operational definitions constructed by the first group to assess the level of each question. This indicates that the operational definitions developed are reliable. Future studies will focus on determining at what level students answer the questions in a given course and generating higher-order thinking by raising the average level at which students answer questions.