Bloom’s Taxonomy-Action Verbs Requiring Cognitive Outcomes (Ideas)

			Critical Thinking		Evaluation
					Judge
				Synthesis	Appraise
				Design	Estimate
			Analysis	Plan	Evaluate
			Compare	Compose	Revise
		Application	Distinguish	Propose	Score
		Use	Differentiate	Formulate	Select
	Comprehension	Employ	Diagram	Arrange	Rate
	Express	Interpret	Analyze	Assemble	Choose
Knowledge	Restate	Dramatize	Categorize	Collect	Measure
Define	Identify	Sketch	Appraise	Construct	Compare
Repeat	Explain	Practice	Experiment	Create	Value
Name	Recognize	Illustrate	Test	Setup	Assess
Recall	Discuss	Operate	Contrast	Organize
List	Describe	Demonstrate	Inspect	Prepare
Relate	Tell	Apply	Debate	Manage
Record	Locate	Schedule	Inventory	Predict
Underline	Report	Show	Question
Outline	Review	Translate	Examine
Delineate	Summarize	Interpret	Criticize
Specify		Solve	Relate
State		Sketch	Solve
Label			Calculate
Match			Critique
			Classify

Language Standards for Course Outlines

In 1956 Benjamin Bloom edited the now classic Taxonomy of Instructional Objectives. He maintained that not only was the identification of program or course objectives inherently valuable for clarifying the purpose of the educational offering, but that well constructed objectives guided selection and organization of learning experiences. This, of course, is a key consideration to promoting not only the achievement of the objectives, they are educational outcomes or standards against which we can evaluate achievement. The Taxonomy identified three areas in which learning takes place and which can be addressed by objectives or standards – the cognitive, affective, and psychomotor domains.

The Cognitive Domain We are most accustomed to dealing with the cognitive domain, which deals with the recall or recognition of knowledge and the development of intellectual ability. Six major classes are usually identified: (a) knowledge, (b) comprehension, (c) application, (d) analysis, (e) synthesis, and (f) evaluation. Each of these classes becomes progressively more complex and in theory builds upon the previous level. In other words, not only is synthesis a more complex operation than knowledge, but the ability to synthesize depends upon the foundation of knowledge possessed by the learner.

The following list of verbs is arranged by the classes above. The verbs are measurable and observable behaviors expected of the learner. While it is certainly admirable to “gain an understanding,” it is not possible to observe or measure understanding itself. What does the learner have to do to indicate that he or she “understands?” Use of an action verb enables both the teacher and learner to know what comprises successful learning. It is preferable to use only one verb in each standard although there are instances when two are needed for clarity or texture.

Knowledge: (Standards that ask the learner to recognize and recall facts and specifics)

define delineate specify

outline memorize repeat

record list state

recall name relate

label match

Comprehension: (Standards that ask the learner to summarize or paraphrase given information)

restate discuss describe

summarize recognize explain

express identify locate

report review tell

Application: (Standards that ask the learner to use information in a situation different from the original learning context)

translate interpret apply

employ use demonstrate (a skill)

dramatize practice illustrate

operate solve schedule

show sketch

Analysis: (Standards that ask the learner to separate the whole into its parts, to better understand the organization of the whole and the relationships between the parts)

distinguish analyze differentiate

appraise examine criticize

critique classify calculate

experiment test compare

contrast diagram inspect

debate inventory question

relate solve examine

categorize

Synthesis: (Standards that ask the learner to combine elements learned into a new entity)

compose plan propose

design formulate arrange

assemble collect predict

create design set up

organize manage prepare

construct

Evaluation: (Standards that ask the learner to make decisions, judge, or select based on criteria and rationale)

judge appraise evaluate

rate compare measure

revise score select

choose assess estimate

value

The Affective Domain Objectives or standards which emphasize a feeling tone, an emotion, or a degree of acceptance or rejection fall within the affective domain. They are sometimes classed simply as attitudes. These standards require internalization, not just acquiring a body of knowledge. In the history of curriculum construction and the study of objectives, a marked decrease, almost a cessation, has occurred in the attention given the affective domain. This almost assuredly is not due to a belief that this is an unimportant area, but is due instead to the difficulty encountered in stating observable behaviors for measurement of these standards.

The key to observing desired outcomes in the affective domain lies with a choice of personal action that the learner is expected to exhibit. Often, learner self-assessment measures are used to evaluate these standards or outcomes. Since choices are often inextricably linked to a situation, frequently the situation under which the behavior is expected must be stated. For example, a nursing student would demonstrate an enjoyment of being or becoming a nurse if spare time during the day is spent with a patient rather than at the nurses’ station. A student would demonstrate an increased appreciation or interest gained from a survey art appreciation course by the numbers and varieties of museums or exhibits attended voluntarily.

The achievement of an affective standard is often not a met/not met situation, but rather achievement somewhere on a continuum since it is a process of learner internalization and change. Bloom and his colleagues felt that there were levels of complexity within the affective domain as there were within the cognitive domain. A learner would first become aware of a phenomenon and be able to perceive it, then be willing to focus on it, followed by a positive response and eventually a seeking out behavior. These levels are identified as (a) receiving, (b) responding, (c) valuing, (d) organization, and (e) characterization by a value.

The Pyschomotor Domain This domain largely involves motor skills, one of the most obvious kinds of human capabilities. A verb very frequently associated with this domain is execute. The emphasis is on the performance of certain specified skills. Frequently these outcomes are criterion-referenced and the learner is held against a specified standard. An example for a student learning word processing would be a set words-per-minute expectation.

The standards (objectives or outcomes) are pivotal in the construction of a good course outline. They operationalize the purpose of the course and provide a basis for evaluation. However, even more importantly they identify clearly for the learner what he or she is expected to do or learn to be successful.