In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, led by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbiage associated with the long familiar Bloom's Taxonomy. Note the change from nouns to verbs to describe the different levels of the taxonomy.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Concept
Verbs that Express the Concept
Category
Remembering: Can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state
Knowledge
Understanding: can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Knowledge
Applying: can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write
Performance
Analyzing: can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Competency
Evaluating: can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Competency
Creating: Can the student create new product or point of view?
d t
i t f i ?
assemble, construct, create, design, d l
develop, formulate, write. f
l t
it
Competency
©2011 Association of Clinical Research Professionals. Excerpted from “Bloom’s Taxonomy” by Richard C. Overbaugh and Lynn Schultz
Old Dominion University http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Potential List of Verbs for Formulating Learning Objectives:
The following verbs have been found to be effective in formulating learning objectives:
Those that communicate knowledge:
Information
cite
count
define
describe
draw
identify
indicate
list
name
point
quote
read
recite
recognize
record
relate
repeat
select
state
summarize
tabulate
tell
trace
update
write
Comprehension
assess
associate
classify
compare
compute
contrast
demonstrate
describe
differentiate
discuss
distinguish
estimate
explain
express
extrapolate
interpolate
interpret
locate
predicts
report
restate
review
translate
Application
apply
calculate
choose
complete
demonstrate
develop
employ
examine
illustrate
interpolate
interpret
locate
match
operate
order
practice
predict
prescribe
relate
report
restate
review
schedule
select
sketch
solve
translate
treat
use
utilize
Analysis
analyze
appraise
contract
contrast
criticize
debate
deduce
detect
diagram
differentiate
distinguish
experiment
infer
inspect
inventory
measure
question
separate
summarize
Synthesis
arrange
assemble
collect
combine
compose
construct
create
design
detect
document
formulate
generalize
integrate
manage
organize
plan
prepare
prescribe
produce
propose
specify
validate
Evaluation
appraise
assess
choose
compare
critique
decide
determine
estimate
evaluate
grade
judge
measure
rank
rate
recommend
revise
score
select
test
Those that impart skills:
demonstrate
diagnose
diagram
empathize
hold
integrate
internalize
listen
massage
measure
operate
palpate
pass
percuss
project
record
visualize
write
plan
realize
reflect
revise
transfer
Those that convey attitudes:
acquire
consider
exemplify
modify
These verbs are better avoided:
Those that are often used but open to many interpretations:
appreciate
believe
have faith in
know
learn
understand