Learning Target Levels
Target Level Type
Knowledge/
Understanding
(Remembering/
Understanding)
Reasoning
(Applying/
Analyzing/
Evaluating)
Explanation
Kinds of Learning
Examples
Some
knowledge/facts/concepts
to be learned outright;
some to be retrieved using
associations/materials
Explain, describe, identify, tell,
name, list, define, label, match,
choose, recall, recognize, select
Vocabulary
Measurement concepts
Thinking proficiencies –
using knowledge to solve a
problem, make a decision,
plan, etc.
Analyze: components, parts,
ingredients, logical sequence,
steps, main idea, supporting
details, determine, dissect,
examine, order
Think critically
Analyze story
Solve problems
Compare art forms
Self-evaluate
Compare/Contract: discriminate
between alike and different,
distinguish between similarities
and differences, juxtapose
Synthesize: combine into, blend,
formulate, organize, adapt, modify
Classify: categorize, sort, group,
give examples
Infer/deduce: interpret, imply,
draw conclusions, predict,
hypothesizes, generalize
Evaluate: justify, support opinion,
think critically, appraise, critique,
debate, defend, dispute, evaluate,
judge, prove
Skills
(Demonstrating
knowledge,
understanding,
application, analysis,
evaluation)
Products
(Creating)
Dispositions
(Approaches to
Learning)
Behavioral demonstrations;
where the doing is what is
important; using knowledge
and reasoning to perform a
skill.
Observe, focus attention, listen,
perform, do, question, conduct,
work, read, speak, assemble,
operate, use, demonstrate,
measure, investigate, model,
collect, dramatize, explore
Use a digital camera,
Navigate obstacle course,
play an instrument
Where the characteristics
of the final product are
important; using
knowledge, reasoning, and
skills to produce a final
product.
Design, produce, create, develop,
make, write, draw, represent,
display, model, construct
Art products, make a map,
make a model, create a
graph or timeline
Approaches to learning;
attitudes, beliefs, values
that are deeply affected by
personality traits or
characteristics.
Show energy/enthusiasm, use
imagination, encourage, be
flexible, make adjustments
*Approaches to Learning
in KY Early Childhood
Standards include:
initiative, curiosity,
engagement, persistence,
reasoning, problem solving
Kinds of Learning Targets





Knowledge – The facts and concepts we want children to know
Reasoning – Children use what they know to reason and solve problems
Skills – Children use their knowledge and reasoning to act skillfully
Products – Children use their knowledge, reasoning, and skills to create a concrete product
Dispositions – Children’s attitudes about school and learning
Adapted from:
Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2006). Classroom assessment for student
learning: Doing it right – using it well. Boston: Pearson
* Kentucky Department of Education (2009). Kentucky Early Childhood Standards (Rev. ed) [KYESR]. Frankfort, KY: Author.
Learning Objective Verbs
Learning Objective verbs should be measurable and observable. See Blooms Taxonomy Revised and
the Early Childhood Standards for some examples of measurable and observable verbs to use
DO NOT USE THE FOLLOWING:
These are Non-Measurable and/or Non-Observable Verbs and Verb-Phrases:
Demonstrates an understanding of
Gets along with
Improves
Knows
Participates
Performs (a variety of gross-motor skills)
Shows an awareness of
Shows interest in
Tries