This study used Bloom's Revised Taxonomy to examine 30 questions produced for a mobile quiz game with augmented reality contents to be explored in a formal learning context, in an urban green park, in Portugal. The game was co-created by 14 in-service teachers involved in a 50h training that aimed to promote the collaborative development of open digital educational resources that foster Science, Technology, Engineering and Mathematics (STEM) learning based on game approach and supported by mobile devices in outdoor settings. This is a qualitative study, based on the questions planning documents produced by the teacher trainees, which was treated using a hybrid process of inductive and deductive content analysis. The results indicate that teachers developed questions that, in the learner point of view, fall in the lower taxonomy levels, namely Remember, Understand, Apply and Analyze. Moreover, the most frequent type of question required "Direct application" of contents already known to real situations and mobilization of information expected to have been already covered at school, in a "Consolidation" approach. The empirical results suggest that the highest levels of Bloom's Revised Taxonomy (Evaluate and Create) are only achievable, during the process of game creation, and not while playing the game. Suggestions were made regarding future research, such as to analyze the process of game co-creation by teachers familiar with this classification system, to triangulate with the current study. This work is relevant for teacher trainees and teachers to promote higher quality game-based learning in teaching practices, as well as its associated resources. [For the complete proceedings, see ED639262.]