I found an interesting reading about the range of question types from Davis (1993) I think they all can be related back to Bloom's Taxonomy of learning objectives because they show increasing levels of cognitive complexity as students move from simple to more complex tasks.
probe facts and basic knowledge
interrogate assumptions, conclusions or interpretations
ask for comparisons of themes, ideas, or issues
probe motives or causes
call for a conclusion or action
ask for causal relationships between ideas, actions, or events