Tips for Writing Objectives

Available: http://www.okbu.edu/academics/natsci/ed/398/objectives.htm

What are instructional objectives?

 Instructional objectives are specific, measurable, short-term, observable student behaviors.

 An objective is a description of a performance you want learners to be able to exhibit before you consider them
competent. (Note from: http://www.uams.edu/oed/teaching/objectives.htm)
 An objective describes an intended result of instruction, rather than the process of instruction itself. (Note from:
http://www.uams.edu/oed/teaching/objectives.htm)

Why have objectives? (Available: http://www.hsc.wvu.edu/aap/aap-car/faculty-development/teaching-skills/writing_objectives.htm)

 To provide direction to instruction.

 To provide guidelines for assessment.
 To convey instructional intent to others.

Types of objectives

 Cognitive: understandings, awarenesses, insights (e.g., "List and explain..."). This includes information recall,
conceptual understanding, and problem-solving.
 Psychomotor: special skills (e.g., "dissect a frog so that the following organs are clearly displayed..."; "take a
replicable blood pressure reading by appropriately using a sphygmomanometer").
 Affective: attitudes, appreciations, relationships.

Tips for writing objectives

 How specific and detailed should objectives be?

It depends on what they are used for! Objectives for sequencing a unit plan will be more general than for
specifying a lesson plan.
 Don't make writing objectives tedious, trivial, time-consuming, or mechanical. Keep them simple, unambiguous,
and clearly focused as a guide to learning.
 The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but
to ensure that learning is focused clearly enough that both students and teacher know what is going on.
 Express them in terms of student performance, behavior, and achievement, not teacher activity.
 Three components of an instructional objective:
1. Identify the type of activity in which competence is required (e.g., "Dissect...").
2. Specify the criteria or standards by which competence in the activity will be assessed (e.g., "a frog so
that the following organs are clearly displayed...").
3. List any conditions or circumstances required for students to meet the objective (e.g., "...given two class
periods working with the materials at your lab station").

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In writing objectives, answer the question:  "What should the participants be able to do?"
(Available: http://www.usuhs.mil/che/write_objective.htm)
a. Objectives must be clear and attainable.

b. Focus on knowledge/skill acquisition or reinforcement.

c. A recommended wording format is: "At the completion of this activity, participants should be able to..."  This phrase is 
followed by a specific performance verb and the desired learning outcome.
**Words or phrases such as know, think, appreciate, learn, comprehend, remember, perceive, understand, be

aware of, be familiar with, have knowledge of, grasp the significance, are NOT measurable and should be
avoided.

Writing Objectives for Lesson Plans Using Bloom’s Taxonomy and Associated Action or Performance Verbs

Learning level Associated action verbs

Knowledge define, describe, state, list, name, write, recall, recognize,

label, underline, select, reproduce, outline, match

Comprehension identify, justify, select, indicate, illustrate, represent, name,

formulate, explain, judge, contrast, classify

Application predict, select, assess, explain, choose, find, show,

demonstrate, construct, compute, use, perform

Analysis analyze, identify, conclude, differentiate, select, separate,

compare, contrast, justify, resolve, break down, criticize

Synthesis combine, restate, summarize, precise, argue, discuss,

organize, derive, select, relate, generalize, conclude

Evaluation judge, evaluate, determine, recognize, support, defend,

attack, criticize, identify, avoid, select, choose

Parts of a performance objective: (*This is what I expect for your objectives!*)

Objective: The students will be able to tell and record time on a digital clock and analog clock to the hour and half hour
by writing the times in a story.

The students will be able to
Audience: Standard
introduction for an
objective.
Hint: Focus on what the students
must do not the teacher.
tell and record time on a digital clock by writing the times correctly in a story.
and analog clock to the hour and half
hour
Condition to be met by the students in order to
Behavior/Action Verb that is
demonstrate that the objective has been
measurable and can be assessed.
achieved.
What is the learner to do?
Hint: Describes the circumstances, situation or setting.
Content- description of the
subject matter to be learned.

Hint: Must specify observable and measurable

behaviors.

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Objectives could include more criteria or parts: (**I do not require all of these parts.**)

ABCDs of Writing Objectives Available: http://www.uams.edu/oed/teaching/objectives.htm

 A-Audience: The who. "The student will be able to…"

 B-Behavior: What a learner is expected to be able to do or the product or result of the doing. The behavior or
product should be observable.
 C-Condition: The important conditions under which the performance is to occur.
 D-Degree: The criterion of acceptable performance. How well the learner must perform in order for the
performance to be considered acceptable.

The following are NOT observable or measurable objectives

(Available: www.assessment.gatech.edu/eWorkshops/writing%20instructional%20objectives%20version%)
 Appreciate the beauty of a circuit
 Really understand relativity theory
 Be familiar with the law
 Understand the process of osmosis
 Enjoy speaking French
 Change the spark plugs on an engine
 Learn about erosion

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Page 8 of 32
 Bloom’s Taxonomy Verb Chart
Bloom’s Taxonomy provides a list of action verbs based on each level of understanding. This assists
instructor when creating lesson and course objectives.

The following is a list of measurable action verbs that can be used when you are creating your learning objectives. Keep
in mind that the goal is not to use different or creative verbs for each objective. That could be confusing to your
students. Instead, try and identify the most accurate verb that relates to how you will assess your student’s mastery of
the objective

Remember Understand Apply Analyze Evaluate Create

Cite Add Acquire  Analyze Appraise Abstract

Define Approximate Adapt Audit Assess Animate

Describe Articulate Allocate Blueprint Compare Arrange

Draw Associate Alphabetize Breadboard Conclude Assemble

Enumerate Characterize Apply Break down Contrast Budget

Identify Clarify Ascertain Characterize Counsel Categorize

Index Classify Assign Classify Criticize Code

Indicate Compare Attain Compare Critique Combine

Label Compute Avoid Confirm Defend Compile

List Contrast Back up Contrast Determine Compose

Match Convert Calculate Correlate Discriminate Construct

Meet Defend Capture Detect Estimate Cope

Name Describe Change Diagnose Evaluate Correspond

Outline Detail Classify Diagram Explain Create

Point Differentiate Complete Differentiate Grade Cultivate

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Quote Discuss Compute Discriminate Hire Debug

Read Distinguish Construct Dissect Interpret Depict

Recall Elaborate Customize Distinguish Judge Design

Recite Estimate Demonstrate Document Justify Develop

Recognize Example Depreciate Ensure Measure Devise

Record Explain Derive Examine Predict Dictate

Repeat Express Determine Explain Prescribe Enhance

Reproduce Extend Diminish Explore Rank Explain

Review Extrapolate Discover Figure out Rate Facilitate

Select Factor Draw File Recommend Format

State Generalize Employ Group Release Formulate

Study Give Examine Identify Select Generalize

Tabulate Infer Exercise Illustrate Summarize Generate

Trace Interact Explore Infer Support Handle

Write Interpolate Expose Interrupt Test Import

Interpret Express Inventory Validate Improve

Observe Factor Investigate Verify Incorporate

Paraphrase Figure Layout Integrate

Picture
graphically Graph Manage Interface

Predict Handle Maximize Join

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 Review Illustrate Minimize Lecture

Rewrite Interconvert Optimize Model

Subtract Investigate Order Modify

Summarize Manipulate Outline Network

Translate Modify Point out Organize

Visualize Operate Prioritize Outline

Personalize Proofread Overhaul

Plot Query Plan

Practice Relate Portray

Predict Select Prepare

Prepare Separate Prescribe

Price Subdivide Produce

Process Train Program

Produce Transform Rearrange

Project Reconstruct

Provide Relate

Relate Reorganize

Round off Revise

Sequence Rewrite

Show Specify

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 Simulate Summarize

Sketch

Solve

Subscribe

Tabulate

Transcribe

Translate

Use

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SOLO Taxonomy
SOLO TAXONOMY

click to view a bigger version

click to view a bigger version

As learning progresses it becomes more complex. SOLO, which stands for the Structure of
the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity,
enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they have got
right. At first we pick up only one or few aspects of the task (unistructural), then several aspects but they are
unrelated (multistructural), then we learn how to integrate them into a whole (relational), and finally, we are able to
generalised that whole to as yet untaught applications (extended abstract). The diagram lists verbs typical of each
such level.
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SOLO can be used not only in assessment, but in designing the curriculum in terms of the level of learning
outcomes intended, which is helpful in implementing constructive alignment. SOLO can also explain why those
who use low complexity arguments in political or marital disputes usually win – in the short term. But in politics
that’s all you need, as is illustrated in the 2019 Australian election: Party A, a well worked out social democrat
package of benefit to most Australians; Party B, “cut taxes”, strongly to the advantage of the rich, and call the
leader of Party A a liar “he lies all the time”. And yes, Party B won.
SOLO was first described by Kevin Collis and myself in Evaluating the Quality of Learning: The SOLO
Taxonomy (New York: Academic Press, 1982, now out of print, but available in Chinese).

A Teacher's Guide to SOLO Taxonomy

What exactly is the SOLO Taxonomy and how is it different to the Universal
Thinking Framework?

SOLO Taxonomy and student learning

Solo Taxonomy is a systematic way that describes how learners' understanding
build from easy to difficult while learning different tasks or subjects. The Solo
Taxonomy can be used to enhance the quality of learning within the classroom
teaching and provide a systematic way of developing deep understanding
(Damopolii, 2020). Student learning can be guided in ways that promote deep
learning. 
‍
What is SOLO taxonomy?
SOLO (Structure of Observed Learning Outcomes) offers a structured
outline for the learners to use to build their learning and thinking. It motivates
students to ponder where they are presently in terms of their level of
understanding, and what they must do to progress.

Five Stages of Solo Taxonomy

Biggs and Collis defined the Structure of the Observed Learning
Outcomes produced by learners on basis of complexity. Their proposed model
explained levels of growing complexity in a learner’s understanding of
performance tasks or subjects. There are five stages of understanding of SOLO
Taxonomy. It's levels are hierarchal and each level is affected by
the previous level and contributes something to it.
‍
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As well as providing classrooms with a language of learning, the learning verbs
can also be used to create assessment tasks. The complexity of student response
can be increased as their depth of understanding grows. The student response
can be used to develop a coherent understanding of subjects.

SOLO taxonomy as an alternative to Bloom's Taxonomy

In 1982, Biggs and Collis devised The SOLO Taxonomy (Structure of Observed
Learning Outcomes) as an alternative of Bloom’s Taxonomy (Cognitive Domain).
From several decades, Bloom’s Taxonomy has been used to build learning and
teaching strategies. Bloom’s classifies learning from simply memorizing to
more complex cognitive process such as evaluating and analyzing.
‍
The Solo Taxonomy offers a measure of understanding of thinking or cognitive
learning outcomes that most of the teachers feel comfortable adopting.
The hierarchical model of Solo Taxonomy is comprehensive, provided
with objective criteria, and used for a variety of subjects and for a variety
of assignments. Teachers like how SOLO indicates student learning using
diverse material in levels of increasing structural complexity, and that these
levels show a similar pattern across tasks.

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What is Bloom’s Taxonomy?
Bloom’s Taxonomy attempts to classify learning stages from remembering facts
to creating new ideas based on the acquired knowledge.

The idea of Bloom’s Taxonomy is that learning is a consecutive process. Before

applying a concept in real life, we must understand it. Before we understand a
concept, we must remember the key facts related to it.

Therefore, although initially described as a framework, it is now often depicted

as a pyramid.

The basis of the pyramid is Knowledge, the first level of learning. Above it
lies Comprehension, Application, Analysis, Synthesis and Evaluation. Each level
above builds upon the one below, so you can only move up the pyramid one
step at a time.

Original Bloom’s Taxonomy

The original taxonomy was first described in 1956 in the book Taxonomy of
Educational Objectives by American educational psychologist Benjamin Bloom
and his coauthors Max Englehart, Edward Furst, Walter Hill, and David
Krathwohl. Their book classifies learning goals into one of the categories
mentioned above (from Knowledge to Evaluation).

Their goal was to provide teachers with a common vocabulary to discuss

curricular and evaluation problems with greater precision.

The language teachers had been using to explain what they expected of their
students was, according to the authors, no more than “nebulous terms.”

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“For example, some teachers believe their students should ‘really understand,’
others desire their students to internalize knowledge, still others want their
students to grasp the core or essence or comprehend. Do they all mean the
same thing?” asked the authors.

The taxonomy of educational objectives was supposed to help teachers speak

the same language and thus “facilitate the exchange of information about their
curricular developments and evaluation devices.”

Though it was designed primarily for college professors, it finally became

popular among educators, from K-12 teachers to corporate trainers.

Since its publication, the book has been translated into more than twenty
languages and is now used for instructional design worldwide. However, it is
currently more often applied in its revised version.

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Revised Bloom’s Taxonomy
To provide learners with clearer instructional goals, a group of researchers led
by Bloom’s colleague David Krathwohl and one of Bloom’s students, Lorin
Anderson, revised the taxonomy in 2001.

In the new variant, nouns were replaced by action verbs. Also, the two highest
levels of the taxonomy were swapped. The new learning stages
are Remember, Understand, Apply, Analyze, Evaluate and Create. The
authors also defined cognitive processes associated with these instructional
goals. For example, the ability to remember requires recognizing and recalling.

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Bloom’s Taxonomy levels
Let’s take a closer look at each learning stage, based on the book describing
the revised framework A Taxonomy For Learning, Teaching and Assessing by
Krahtwohl and Anderson. The authors recommend reading the name of each
learning category as though preceded by the phrase “The student is able to…”
or “The student learns to…”

1. Remember
This stage of learning is about memorizing basic facts, dates, events, persons,
places, concepts and patterns.

At this level, educators might ask learners simple questions like:

 What are the most spoken languages of Latin America?

 What is the chemical formula of water?
 Who was the first president of the United States?
The associated cognitive processes, as already noted, are:

 Recognizing means locating knowledge in long-term memory related to

presented material (e.g., recognizing the dates of important historical
events).
 Recalling is retrieving knowledge from long-term memory (e.g., recalling
the dates of important historical events).

2. Understand
At this point, learners might be asked to explain a concept in their own words,
describe a mathematical graph or clarify a metaphor.

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The processes associated with understanding are:

 Interpreting implies changing from one form of representation to another.

It might be transforming numerical information into verbal.
 Exemplifying is finding a specific illustration of a concept or principle. It
may be giving several examples of Suprematist paintings.
 Classifying is determining a category of something. An example is the
classification of mental disorders.
 Summarizing means retrieving a general theme of significant points (e.g.,
writing a short summary of a story).
 Inferring is drawing a logical conclusion from given information. It may be
formulating grammatical principles of a foreign language from the
presented examples.
 Comparing is finding correspondences between two ideas or objects (e.g.,
comparing historical events to their contemporary analogues).
 Explaining is constructing a cause-and-effect model of a system, for
example, explaining the causes of the French Revolution.

3. Apply
Now, it’s time to use learned facts and abstractions in new contexts and
particular situations.

For example, students might be asked to discuss phenomena described in one

scientific paper using terms and concepts of another paper.

The processes of cognition corresponding to this stage are:

 Executing is applying a procedure to a familiar task (e.g., calculating the

root of a number).
 Implementing is about applying a procedure to an unfamiliar task (e.g.,
using Newton’s Second Law in a new situation).

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4. Analyze
At this level, students are supposed to break down concepts and examine their
relationships.

For instance, they might be asked to recognize the genre of a painting or

describe the leading causes of the Great Depression.

The three particular processes associated with this stage are:

 Differentiating means distinguishing important from unimportant parts of

presented material (e.g., distinguishing between relevant and irrelevant
numbers in a mathematical word problem).
 Organizing involves identifying how elements fit or function within a
structure (e.g., finding the hypothesis, method, data and conclusion in a
research report).
 Attributing means determining a point of view, bias, values, or intent
underlying presented material. An example would be to identify the
author’s point of view of an essay.

5. Evaluate
In this stage, learners are expected to use their knowledge and skills to
appraise a situation, justify their stand or criticize others’ opinions. They should
be able to point out logical fallacies in arguments or compare a work to the
highest standards in its field.

They might be asked, for example:

 In your opinion, is online piracy ethical?

 Do you consider jazz music to be high art?
 What are the most absurd arguments against vegetarianism?
Evaluating is divided into checking and critiquing.

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  Checking means detecting inconsistencies or fallacies in a process or
product. For example, it’s determining if a scientist’s conclusions follow
from observed data.
 Critiquing involves finding inconsistencies between a product and external
criteria. For instance, it’s judging which of two methods is the best for
solving a problem.

6. Create
This is the most complex stage of the learning process and the top of the
revised Bloom’s Taxonomy.

At this level, learners combine known patterns, ideas and facts to create original
work or formulate their solution to a problem.

They might be asked to compose a song, rewrite a story in another setting or

formulate a hypothesis and propose a way of testing it.

The three associated cognitive processes are:

 Generating involves coming up with alternative hypotheses based on

criteria. An example might be devising multiple solutions for a social
problem.
 Planning is about coming up with a procedure for completing a task (e.g.,
preparing an outline of an article).
 Producing means inventing a product (e.g., writing a short story that takes
place during the American Revolution).

Why Bloom’s Taxonomy is important

Bloom’s Taxonomy can help educators map learning within a single lesson or
even a whole course.

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Using the taxonomy as a guide, trainers can identify clear instructional goals
corresponding to each taxonomy level and create plans to achieve them.

By setting achievable objectives for learners, instructors make them more active
and responsible for their education.

The taxonomy can also be useful for evaluating learners correctly. An essay, for
example, is probably not the best form of testing when learners only need to
remember basic facts and terminology related to the topic. But it will be
appropriate at the evaluation stage when they are expected to formulate their
opinion on an issue.

Bloom’s taxonomy allows educators to gauge the learners’ progress. It helps

teachers determine which level every learner is on and assign them an
individual task.

Bloom’s Taxonomy verbs

When talking about Bloom’s taxonomy, action verbs associated with the
categories and cognitive processes are often mentioned. Instructors use these
verbs to describe activities required for achieving educational objectives
corresponding to each level.

For instance, at the analyzing level, the Azusa Pacific University recommends
using verbs like “compare”, “distinguish”, and “simplify” when formulating
instructional tasks.

There is a list of Bloom’s taxonomy verbs, created by the University of

Arkansas. Using these verbs can help learners explicitly navigate what they
must do to demonstrate their mastery of the objective.

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However, neither Bloom’s original book nor his followers’ book contains a list of
such verbs. The authors of a study of 47 verb lists collected from 35 universities
and textbooks note: “There was very little agreement between these lists, most
of which were not supported by evidence explaining where the verbs came
from.”

Nevertheless, given that such lists of verbs are being created anyway, the
authors identified verbs that appeared in more than 50% of the listings. Then
they identified verbs for which 50% of their appearances were in one specific
tier. Using these verbs, the authors constructed “A Master List of Action Verbs
for Learning Outcomes.”

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What is Revised Bloom's taxonomy PDF?
What is the difference between blooms taxonomy and revised?

Bloom's Revised Taxonomy is simply an update to the original taxonomy that made expanded on
the vision of the original while revising the language and hierarchy of the popular Cognitive Process
Dimension (what are referred to as the 'levels' of Bloom's Taxonomy).

Page 25 of 32
 Bloom’s Taxonomy 2022: Chart and How to Use It

What is Bloom’s Taxonomy

Bloom’s Taxonomy is a classification of the different outcomes and skills that educators set for their
students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational
psychologist at the University of Chicago. The terminology has been recently updated to include the
following six levels of learning. These 6 levels can be used to structure the learning outcomes, lessons,
and assessments of your course.:

Bloom's Revised Taxonomy is simply an update to the original taxonomy that made expanded on the
vision of the original while revising the language and hierarchy of the popular Cognitive Process
Dimension (what are referred to as the 'levels' of Bloom's Taxonomy).

6 Levels of Bloom’s Revised taxonomy

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 The whole taxonomy consists of 3 domains: cognitive, affective, and sensory (also
known as the psychomotor domain). The cognitive domain attracts the most attention from
educators. The focus is to use it as a core to structure curriculum learning activities, objectives,
and assessments.
In 2001, a revised version of Bloom’s taxonomy’s cognitive domain was published. It was
Lorin Anderson, a former student of Benjamin Bloom, who led an assembly in the 1990s. The
aim was to update the taxonomy and make it more relevant for teachers and students in the
21st century.

1. Bloom’s Taxonomy Chart

In the chart below, you can see the cognitive domain of Bloom’s revised taxonomy in
its entirety. It consists of 2 main dimensions: the cognitive processes dimension (levels of the
taxonomy) and the knowledge dimension (you can find explanations for each type of knowledge
after the chart).
In the table, there’s also a description for each level. You’ll see verbs that represent a certain
level in the knowledge dimension and examples of how a particular one can be implemented in
real life.

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Page 28 of 32
 2. Bloom’s Taxonomy Knowledge Dimensions

Originally, this taxonomy consisted of one dimension only (levels, or cognitive processes). Bloom’s
revised taxonomy brought in the knowledge dimension that shows the kind of knowledge to be learned.
 Factual knowledge. These are the essential elements. Every student should know them to be
adequately acquainted with a particular discipline. And to solve any problems it might have. Factual
knowledge includes knowledge of terminology, specific elements, and details (technical vocabularies,
significant resources, symbols, etc.).
 Conceptual knowledge. Conceptual knowledge represents the understanding of relations between the
essential elements inside a bigger structure. And how these relations enable the components to
function as a whole. This set includes knowledge of models, structures and theories, generalizations,
principles, categories, and classifications (historical periods, theorems, laws, etc.).
 Procedural knowledge. This is the knowledge of specific processes and steps to do certain things and
complete specific tasks. It also involves methods of inquiry and criteria for using skills, methods, and
techniques. This category includes knowledge of when to use specific procedures, knowledge of
methods and techniques specifically for the subject, and knowledge of algorithms and skills standard
for the topic (painting, number division, techniques of interviewing, scientific experiments, etc.).
 Metacognitive knowledge. This is the general knowledge of cognition. It also involves the awareness
and understanding of your comprehension. The knowledge that belongs to the metacognitive one
includes:
o strategic knowledge;
o cognitive knowledge (including conditional and contextual ones);
o self-knowledge (outlining to capture the structure of a subject, knowledge of test types,
awareness of personal strengths and weaknesses).

3. ✍ How to Use Bloom’s Taxonomy

Bloom’s taxonomy provides a systematic classification of the learning and thinking process. Its
framework is straightforward and easy to understand, which makes it a great tool for effective studying
and teaching. When used right, Bloom’s taxonomy not only acts as an excellent tool for measuring
thinking, but it also fits the needs of modern educators and provides alignment between educational
standards, objectives, activities, goals, and products. This alignment makes it easier for teachers to
decide how to use the time in class effectively.

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 If we’re talking about students, Bloom’s taxonomy table comes in handy. It can help to develop a more
systematic approach to studying. This approach, in turn, will bring positive results much quicker
because there will be specific objectives to work towards and a straight route to reach them. If it seems
too tricky, learners can use appropriate tools.

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from

long‐term memory.
2. Understanding: Constructing meaning from oral, written, and graphic messages
through interpreting, exemplifying, classifying, summarizing, inferring,
comparing, and explaining.
3. Applying: Carrying out or using a procedure for executing, or implementing.
4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one
another and to an overall structure or purpose through differentiating, organizing, and
attributing.
5. Evaluating: Making judgments based on criteria and standards through checking
and critiquing.
6. Creating: Putting elements together to form a coherent or functional whole; reorganizing
elements into a new pattern or structure through generating, planning, or producing.

Here’s an example of how to use Bloom’s taxonomy in a complex, using its levels. We’ll use the tale
“The Three Little Pigs” as the subject.
 Remembering. Describe the place where the pigs lived.
 Understanding. Summarize the story of the three little pigs.
 Applying. Build a theory of why only the third pig decided to build a brick house.
 Analyzing. Outline the actions of the pigs. And decide how you would act in the same events.
 Evaluating. Assess what would happen if the three little pigs acted differently.
 Creating. Write a poem, song, or skit to describe the whole story in a new form.

How Bloom’s works with learning outcomes

Fortunately, there are “verb tables” to help identify which action verbs align with each level in Bloom’s
Taxonomy.
You may notice that some of these verbs on the table are associated with multiple Bloom’s Taxonomy levels.
These “multilevel-verbs” are actions that could apply to different activities. For example, you could have an
outcome that states “At the end of this lesson, students will be able to explain the difference between H2O and
OH-.” This would be an understanding level outcome. However, if you wanted the students to be able to “…
explain the shift in the chemical structure of water throughout its various phases.” This would be
an analyzing level verb.
Adding to this confusion, you can locate Bloom’s verb charts that will list verbs at levels different from what we
list below. Just keep in mind that it is the skill, action or activity you will teach  using that verb that determines the
Bloom’s Taxonomy level.

Bloom’s
Level Key Verbs (keywords) Example Learning Outcome

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 design, formulate, build,
invent, create, compose,
generate, derive, modify,
Create develop.
choose, support, relate,
determine, defend, judge,
grade, compare, contrast,
argue, justify, support,
Evaluate convince, select, evaluate.
classify, break down,
categorize, analyze, diagram,
illustrate, criticize, simplify,
Analyze associate.
calculate, predict, apply,
solve, illustrate, use,
demonstrate, determine,
Apply model, perform, present.
describe, explain,
paraphrase, restate, give
original examples of,
summarize, contrast,
Understand interpret, discuss.
list, recite, outline, define,
name, match, quote, recall,
Remember identify, label, recognize.
Learning outcome examples adapted from, Nelson Baker at Georgia Tech: nelson.baker@pe.gatech.edu
Page 31 of 32
By the end of this lesson, the student will be able
to design an original homework problem dealing
with the principle of conservation of energy.
By the end of this lesson, the student will be able
to determine whether using conservation of
energy or conservation of momentum would be
more appropriate for solving a dynamics
problem.
By the end of this lesson, the student will be able
to differentiate between potential and kinetic
energy.
By the end of this lesson, the student will be able
to calculate the kinetic energy of a projectile.
By the end of this lesson, the student will be able
to describe Newton’s three laws of motion to
in her/his own words
By the end of this lesson, the student will be able
to recite Newton’s three laws of motion.
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