Bloom's Action Verbs for Learning Outcomes
BLOOM’S TAXONOMY ACTION VERBS
A printable document of this information can be found here.
|
Definitions |
I. Remembering |
II. Understanding |
III. Applying |
IV. Analyzing |
V. Evaluating |
VI. Creating |
|
Bloom’s Definition |
Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers. (e.g. Recalling: Who, What, Where, When, Why, How) |
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. |
Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. |
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. |
Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. |
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. |
|
Verbs |
Acquire Choose Define Find Identify Know Label List Match Memorize Name Omit Recall Recognize Record Relate Repeat Select Show Spell Tell
|
Choose Cite examples of Classify Demonstrate Describe Determine Differentiate between Discriminate Discuss Draw Explain Express Give in own words Identify Illustrate Infer Interpret Locate Outline Pick Practice Recognize Relate Rephrase Report Represent Respond Restate Review Select Show Summarize Tell Translate |
Apply Build Calculate Compare Contrast Construct Demonstrate Develop Dramatize Employ Exhibit Experiment Generalize Identify Illustrate Interpret Interview Make use of Model Operate Operationalize Organize Plan Practice Probe Relate Restructure Schedule Select Show Solve Translate Use Utilize |
Analyze Appraise Assume Calculate Categorize Classify Compare Conclusion Contrast Correlate Criticize Debate Deduce Detect Determine Develop Diagnose Diagram Differentiate Discover Dissect Distinguish Divide Draw conclusions Estimate Evaluate Examine Experiment Identify Infer Inquire Inspect Inventory Investigate List Motive Predict Probe Question Relate Separate Scrutinize Simplify Solve Survey Test for
|
Appraise Assess Award Choose Compare Compose Conclude Critique Criticize Decide Deduct Defend Determine Disprove Estimate Evaluate Explain Importance Influence Interpret Judge Justify Mark Measure Perceive Prioritize Prove Rate Revise Recommend Rule on Score Select Support Validate Value Test |
Adapt Arrange Assemble Build Change Choose Collect Combine Compile Compose Construct Create Delete Design Develop Devise Elaborate Estimate Formulate Imagine Improve Invent Make up Manage Maximize Minimize Modify Organize Plan Predict Prepare Produce Propose Reconstruct Set-up Solve Suppose Synthesize Systemize Test Theorize |
List compiled from a combination of Bloom's original taxonomy (1956) and revised taxonomy of Anderson & Krathwohl (2001) lists online.
Anderson & Krathwohl determined that "evaluating" needed to come before "creating" or "synthesizing" and changed the order of the taxonomy, which has been adopted by many universities. The above is a suggested list of action verbs to use for developing CLOs and PLOs, but it is not an exhaustive list.
See Additional Resources:
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
California State University - Long Beach. Action Verbs for Objectives.
Colorado State University Revised Taxonomy: https://www.coloradocollege.edu/other/assessment/how-to-assess-learning/learning-outcomes/blooms-revised-taxonomy.html
Florida State University. Revised Bloom's Action Verbs.