Verbs for Learning Objectives

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Verbs for Learning Objectives / Learning Outcomes

The verbs used in learning objectives or learning outcomes should correspond to the level
of thought at which the learners are expected to perform or function. The following lists of
verbs are provided to help recognize the levels of thought and to help you write learning
objectives that address the various levels of skill your learner should attain. By creating
learning objectives using these verbs, you indicate explicitly what the learner must do in
order to demonstrate learning.

Bloom’s Taxonomy of Learning

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ordered from simple to complex and from concrete to abstract. Each level becomes more
challenging as you move higher.

Cognitive competency or complexity begins at the knowledge level learning and advances
up the taxonomy to comprehension, application, and then to the higher order thinking
skills involved in analysis, synthesis, and evaluation.

Bloom’s Taxonomy

Bloom’s Taxonomy Revised

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Determining Verbs for Learning Objectives
When determining your learning objectives, consider using a verb from the appropriate
cognitive domain below. This list will help you express specific performance expectations
you have of the learners at the completion of the course.

Knowledge
This is the lowest level of learning. This cognitive level focuses on the ability to remember
or retrieve previously learned material. The learning standards at this level simply ask the
learner to recognize and recall data or information.

Examples of verbs that relate to the Knowledge domain are:

Arrange Label Recite

Delineate Match Record

Describe Memorize Recognize

Distinguish Name Specify

Identify Outline Select

Indicate Order State

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Comprehension
This cognitive level focuses on the ability to grasp or construct meaning from material.
The learning standards at this level ask the learner to demonstrate understanding of the
meaning and ideas by organizing, comparing, translating, summarizing, or paraphrasing.

Examples of verbs that relate to the Comprehension domain are:

Calculate Differentiate Paraphrase

Convert Explain Report

Choose Express Review

Characterize Establish Recognize

Classify Illustrate Restate

Complete Interpret Summarize

Discuss Identify Select

Describe Infer Sort

Depict Locate Tell

Determine Outline Translate

Application
This level focuses on the ability to use information in new ways or situations. The learning
standards at this level ask the learner to use the newly acquired information in a new
situation or different way from the original context.

Examples of verbs that relate to the Application domain are:

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 Apply Experiment Prepare
Calculate Generalize Produce

Change Illustrate Relate

Collect Implement Restructure

Compute Interpret Schedule

Conduct Initiate Shop

Construct Make Solve

Demonstrate Manipulate Show

Develop Operate Sketch

Dramatize Organize Teach

Draw Perform Translate

Employ Practice Use

Exhibit Prescribe Utilize

Analysis
This level consider to be a higher order of thinking. This level focuses on the ability to
examine and break information or concepts into component parts so that its
organizational structure may be understood. The learning standards at this level ask the
learner to separate the whole into its parts, in order to better understand the organization
of the whole and the relationships between the parts.

Examples of verbs that relate to the Analysis domain are:

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 Analyze Diagram Inspect
Appraise Diagnose Inventory

Arrange Differentiate Investigate

Calculate Discover Order

Categorize Dissect Organize

Classify Distinguish Predict

Compare Draw Question

Conclude Estimate Probe

Contrast Evaluate Relate

Correlate Examine Research

Critique Experiment Scrutinize

Deduce Explore Separate

Debate Group Sequence

Detect Identify Solve

Determine Infer Survey

Develop Inquire Test

Synthesis
This level also considered to be a higher order of thinking. This level focuses on the ability
to compile information in a different way by combining elements in a new pattern or
proposing alternative solutions. The learning standards at this level ask the learner to put
parts together to form a unique new whole or build a structure from diverse elements.

Examples of verbs that relate to the Synthesis domain are:

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 Arrange Estimate Plan
Appraise Evaluate Predict

Assess Formulate Prepare

Assemble Forecast Pretend

Collect Generalize Produce

Combine Generate Propose

Compile Hypothesize Rate

Compose Improve Reorganize

Construct Infer Revise

Create Invent Show

Consolidate Judge Select

Choose Manage Set up

Compare Measure Synthesize

Critique Merge Validate

Derive Modify Value

Design Organize Test

Develop Originate Theorize

Devise Imagine Write

Evaluation
This is considered by Bloom to be the highest level of learning. This cognitive level focuses
on the ability to make judgments about the value of ideas or materials and able to present
and defend opinions based on a set of criteria. The learning standards at this highest level
ask the learner to judge, check, critique the value of material to make decisions.

Examples of verbs that relate to the Evaluation domain are:

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Appraise Design Probe
Argue Develop Prepare

Arrange Devise Produce

Assemble Envision Propose

Assess Estimate Rank

Choose Evaluate Rate

Collect Examine Review

Compose Formulate Reconstruct

Construct Grade Recommend

Create Inspect Referee

Compare Infer Reject

Conclude Judge Revise

Critique Justify Score

Criticize Manage Select

Debate Measure Support

Decide Modify Set-up

Deduce Organize Synthesize

Defend Plan Systematize

Determine Predict Validate

Discriminate Prioritize Value

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