BLOOM’S REVISED TAXONOMY (VERBS)
LEVEL DESCRIPTION
Involves putting various
parts together to form a
Creating
new structure/form a
whole.
Defending/presenting your
own opinion or decision.
Judging the value and
Evaluating quality or work, information
and ideas. The judgement
is based on certain criteria
and standards.
Analyzing Distinguishing facts and
hypothesis.
Draw connections
among ideas.
Applying Use information in new
situation. Applying the
rules,
Understanding Explain ideas or
concepts. Understand
how something works.
Remembering Recall facts and basic
concepts. Describing
terms.
KNOWLEDGE DIMENSION EXAMPLE
FACTUAL CONCEPTUAL PROCEDURAL METACOGNITIVE
Generate(a daily activity log) Devise (a classification system) Design (a workflow project) Produce (a theory of learning style) Create an original
Write (a short story) Plan (the activities) Develop (an approach to solve the Create (a portfolio) malunggay recipe
Combine(the components) problem) Actualize (the plan) using a meal planner
Compose (poetry) correctly.
You can use: invent, categorize, compile, compose, explain, modify, organize, plan, arrange, summarize, build, choose, construct, formulate, invent,
make up, solve, modify, change, improve, propose, discuss, minimize, maximize. arrange, assemble.
Check (the consistency of Define (the relevance of an Judge (the efficiency of a process) Reflect (on the progress) Justify the importance of
sources) outcome) Evaluate (the rightness of a Rate (the effectiveness of a strategy) healthy diet in meal
Criticize (an article) Review (the objectives) technique) Prioritize (the use of programs) planning, clearly.
Rank (the current issues) Assess (the likeliness of a result) Conclude (the system’s working
mechanism)
You can use: deconstruct, illustrate, infer, outline, select, separate, categorize, examine, simplify, list, judge, justify.
Choose (the fullest activity Distinguish (the attitudes) Integrate (the approved framework) Match (the learning styles) Classify the ingredients
list) Identify (the levels of awareness) Compare (the opposing Analyze (one’s prejudice) of a healthy dish into go,
Classify (the words) Explain (the importance of approaches) Achieve (a level of understanding) grow and glow
Order (the importance of the understanding the rule) Differentiate (the related terms) accordingly.
events)
You can use: Contrast, organize, relate, distinguish, test, separate, modify, show, sketch, write, solve, practice, predict
Use (a certain algorithm) Give (the advice) Carry out (the laboratory trials) Select (the matching solution)
Answer (the common Set (the objectives) Employ (the method) Enhance (the professional skils)
question) Experiment (with the reactions Calculate (the amount of possible Construct (the section of a site)
Classify (the principles of between components) damage)
fundraising)
You can use: Apply, change, compute, construct, demonstrate, manipulate, prepare, produce, show, solve build, choose, interview, experiment, utilize,
model, identify.
Interpret (a paragraph) Categorize (the species) Paraphrase (the definition for better Foresee (the experiment’s outcome)
Categorize (a product’s Describe (the rule in your own understanding) Explain (the working principles)
features) words) Clarify (the given instructions) Execute (a particular technique)
Summarize (an article in Consider (the connection between Predict (the future of an industry)
your own words) structure and its function)
You can use: Comprehend, convert, distinguish, estimate, extend, generalize, translate, outline, infer, exemplify, comment, annotate
Label (routes on the map) Recognize (the author of a Recall (how to research keywords) Outline (the process of finding an
Spell (a difficult word) composition) Recap (the steps in reaching the inspiration)
List (the European capitals) Name (the levels of Bloom’s agreement) Identify (the downsides of a learning
taxonomy) Tabulate (the elaborate process) method)
Describe (the history of a nation)
You can use: Retrieve, state, define, know, match, reproduce, select, omit, choose, find, relate, tell, locate, point our, highlight, search

Category
Perception (awareness)
Set
Guided Response
Mechanism (basic proficiency)
Complex Overt Response (expert)
PSYCHOMOTOR DOMAIN
Description
The ability to use sensory cues to guide motor activity.
This ranges from sensory stimulation, through cue selection, to translation.
Readiness to act. It includes mental, physical and emotional sets. These
three sets are dispositions that predetermine a person’s response to
different situations (sometimes called mindsets)
The early stages in learning a complex skill that includes imitation and trial
and error. Adequacy of performance is achieved by practicing.
Learned responses have become habitual and the movements can be
performed with some confidence and proficiency.
Includes performing without hesitation and automatic performance.
Proficiency is indicated by a quick,
accurate, and highly coordinated performance
Key Words
Chooses, describes, detects, differentiates, distinguishes, identifies,
isolates, relates, selects.
Begins, displays, explains, moves, proceeds, reacts, shows, states,
volunteers.
Copies, traces, follows, react, reproduce, responds.
Assembles, calibrates, constructs, dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures, mends, mixes, or
Assembles, builds, calibrates, constructs, dismantles, displays,
fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
organizes, sketches.

NOTE: The Key Words are the same as Mechanism, but will have
adverbs or adjectives that indicate that the performance is quicker,
better, more accurate, etc.
Adaptation Skills are well developed and the individual can modify movement patters Adapt, alter, change, rearrange, reorganize, revise
to fit special requirements.
Organization Creating new movement patterns to fit a particular situation or specific Build, Combine, compose, construct, create, design, initiate, make
problem. Learning outcomes emphasizes creativity based upon highly
developed skills.
 AFFECTIVE DOMAIN
Category Description Key Words
Receiving Demonstrate willingness to participate in the activity Ask, choose, combine, give, listen, name, point to, reply, use
Responding Active participation on the part of the learners. Attend and react to a Answer, assist, commend, conform, discuss, follow, perform, play
particular situation.
Learning outcomes may emphasize compliance in responding, willingness
to respond, or satisfaction in responding (motivation)
Valuing The worth or value a person attaches to a particular object, phenomenon, Copies, traces, follows, react, reproduce, responds.
or behavior. This ranges from simple acceptance to the more complex
state of commitment. Valuing is based on the internalization of a set of
specified values, while clues to these values are expressed in the learner’s
overt behavior and are often identifiable.
Organization Organizes values into priorities by contrasting different values, resolving Arrange, combine, compare, complete, defend, discuss, formulate,
conflicts between them and creating an unique value system. integrate, order, organize, prepare, synthesize
The emphasis is on comparing, relating and synthesizing values.
Internalization Learner has a value system that controls their behavior. The behavior is Act, display, demonstrates, manage, practice, revise, solve, verify
pervasive, consistent, predictable and most important characteristic of the
learner. Instructional objectives are concerned with the student’s general
patterns of adjustment. (personal, social, emotional)