BLOOM'S TAXONOMY

Learning Objective Verbs at Each Bloom Taxonomy Level

Cognitive Level Illustrative Verbs Definitions

arrange, define, describe, duplicate, identify,
label, list, match, memorize, name, order, remembering previously learned
Knowledge
outline, recognize, relate, recall, repeat, information
reproduce, select, state
classify, convert, defend, discuss, distinguish,
estimate, explain, express, extend, generalize,
give example(s), identify, indicate, infer, grasping the meaning of
Comprehension
locate, paraphrase, predict, recognize, rewrite, information
report, restate, review, select, summarize,
translate
apply, change, choose, compute, demonstrate,
discover, dramatize, employ, illustrate,
applying knowledge to actual
Application interpret, manipulate, modify, operate,
situations
practice, predict, prepare, produce, relate
schedule, show, sketch, solve, use write
analyze, appraise, breakdown, calculate,
categorize, classify, compare, contrast,
criticize, derive, diagram, differentiate, breaking down objects or ideas into
Analysis discriminate, distinguish, examine, simpler parts and seeing how the
experiment, identify, illustrate, infer, interpret, parts relate and are organized
model, outline, point out, question, relate,
select, separate, subdivide, test
arrange, assemble, categorize, collect,
combine, comply, compose, construct, create,
design, develop, devise, explain, formulate, rearranging component ideas into a
Synthesis
generate, plan, prepare, propose, rearrange, new whole
reconstruct, relate, reorganize, revise, rewrite,
set up, summarize, synthesize, tell, write
appraise, argue, assess, attach, choose,
compare, conclude, contrast, defend, describe,
making judgments based on internal
Evaluation discriminate, estimate, evaluate, explain,
evidence or external criteria
judge, justify, interpret, relate, predict, rate,
select, summarize, support, value

Writing Objectives Using Bloom's Taxonomy

Various researchers have summarized how to use Bloom’s Taxonomy. Following are four interpretations that you can use as guides in helping
to write objectives using Bloom’s Taxonomy.

From: KC Metro [old link, no longer functioning?]

Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which
emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and
the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the
higher levels.

LEVEL LEVEL ATTRIBUTES KEYWORDS QUESTIONS

Exhibits previously who, what, why, when, omit, What is ...? How is ...? Where
learned material by where, which, choose, find, is ...? When did _______
recalling facts, terms, how, define, label, show, happen? How did ______
basic concepts and spell, list, match, name, happen? How would you
answers. relate, tell, recall, select explain ...? Why did ...? How
1: KNOWLEDGE would you describe ...? When
did ...? Can you recall ...? How
would you show ...? Can you
select ...? Who were the
main ...? Can you list three ...?
Which one ...? Who was ...?

Demonstrating compare, contrast, How would you classify the

understanding of facts
and ideas by
organizing,
comparing,
translating,
interpreting, giving
2: COMPREHENSION
descriptions and
stating main ideas.
demonstrate, interpret, type of ...? How would you
explain, extend, illustrate, compare ...? contrast ...? Will
infer, outline, relate, rephrase, you state or interpret in your
translate, summarize, show, own words ...? How would you
classify rephrase the meaning ...? What
facts or ideas show ...? What is
the main idea of ...? Which
statements support ...? Can you
explain what is happening . . .
what is meant . . .? What can
you say about ...? Which is the
best answer ...? How would
you summarize ...?

3: APPLICATION Solving problems by apply, build, choose, How would you use ...? What
applying acquired construct, develop, interview, examples can you find to ...?
knowledge, facts, make use of, organize, How would you solve _______
techniques and rules in experiment with, plan, select, using what you have
a different way. solve, utilize, model, identify learned ...? How would you
organize _______ to show ...?
How would you show your
understanding of ...? What
approach would you use to ...?
How would you apply what
you learned to develop ...?
What other way would you
plan to ...? What would result
if ...? Can you make use of the
facts to ...? What elements
would you choose to
 LEVEL LEVEL ATTRIBUTES KEYWORDS QUESTIONS

change ...? What facts would

you select to show ...? What
questions would you ask in an
interview with ...?

Examining and analyze, categorize, classify, What are the parts or features
breaking information compare, contrast, discover, of ...? How is _______ related
into parts by dissect, divide, examine, to ...? Why do you think ...?
identifying motives or inspect, simplify, survey, take What is the theme ...? What
causes; making part in, test for, distinguish, motive is there ...? Can you list
inferences and finding list, distinction, theme, the parts ...? What inference
evidence to support relationships, function, can you make ...? What
generalizations. motive, inference, conclusions can you draw ...?
assumption, conclusion How would you classify ...?
4: ANALYSIS
How would you categorize ...?
Can you identify the difference
parts ...? What evidence can
you find ...? What is the
relationship between ...? Can
you make a distinction
between ...? What is the
function of ...? What ideas
justify ...?

5: SYNTHESIS Compiling build, choose, combine, What changes would you make
information together compile, compose, construct, to solve ...? How would you
in a different way by create, design, develop, improve ...? What would
combining elements in estimate, formulate, imagine, happen if ...? Can you
a new pattern or invent, make up, originate, elaborate on the reason ...? Can
proposing alternative plan, predict, propose, solve, you propose an alternative ...?
solutions. solution, suppose, discuss, Can you invent ...? How would
modify, change, original, you adapt ________ to create a
improve, adapt, minimize, different ...? How could you
maximize, delete, theorize, change (modify) the plot (plan)
elaborate, test, improve, ...? What could be done to
happen, change minimize (maximize) ...? What
way would you design ...?
What could be combined to
improve (change) ...? Suppose
you could _______ what
would you do ...? How would
you test ...? Can you formulate
a theory for ...? Can you
predict the outcome if ...? How
would you estimate the results
for ...? What facts can you
compile ...? Can you construct
 LEVEL LEVEL ATTRIBUTES KEYWORDS QUESTIONS

a model that would change ...?

Can you think of an original
way for the ...?

Presenting and award, choose, conclude, Do you agree with the

defending opinions by criticize, decide, defend, actions ...? with the
making judgments determine, dispute, evaluate, outcomes ...? What is your
about information, judge, justify, measure, opinion of ...? How would you
validity of ideas or compare, mark, rate, prove ...? disprove ...? Can you
quality of work based recommend, rule on, select, assess the value or importance
on a set of criteria. agree, interpret, explain, of ...? Would it be better if ...?
appraise, prioritize, Why did they (the character)
opinion, ,support, importance, choose ...? What would you
criteria, prove, disprove, recommend ...? How would
assess, influence, perceive, you rate the ...? What would
value, estimate, influence, you cite to defend the
deduct actions ...? How would you
evaluate ...? How could you
determine ...? What choice
6: EVALUATION would you have made ...? What
would you select ...? How
would you prioritize ...? What
judgment would you make
about ...? Based on what you
know, how would you
explain ...? What information
would you use to support the
view ...? How would you
justify ...? What data was used
to make the conclusion ...?
Why was it better that ...? How
would you prioritize the
facts ...? How would you
compare the ideas ...?
people ...?

From: UMUC

Bloom’s Ranking of Thinking Skills

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

List, Name, Summarize, Explain, Solve, Illustrate, Analyze, Design, Evaluate,

Identify, Show, Interpret, Describe, Calculate, Use, Organize, Hypothesize, Choose,
Define, Compare, Paraphrase, Interpret, Relate, Deduce, Support, Estimate, Judge,
Recognize, Differentiate, Manipulate, Contrast, Schematize, Defend,
Recall, State, Demonstrate, Classify Apply, Modify Compare, Write, Report, Criticize
 Distinguish,
Visualize Discuss, Plan, Justify
Devise
From: Stewards

Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy

Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy.

©2001 St. Edward’s University Center for Teaching Excellence.
Stedwards

From: GA Tech

According to Benjamin Bloom, and his colleagues, there are six levels of cognition:
1. Knowledge: rote memorization, recognition, or recall of facts
2. Comprehension: understanding what the facts mean
3. Application: correct use of the facts, rules, or ideas
4. Analysis: breaking down information into component parts
5. Synthesis: combination of facts, ideas, or information to make a new whole
6. Evaluation: judging or forming an opinion about the information or situation

Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each level. Depending on
the nature of the course, a few of these levels may need to be given more emphasis than the others.

Below are examples of objectives written for each level of Bloom’s Taxonomy and activities and assessment tools
based on those objectives. Common key verbs used in drafting objectives are also listed for each level.

LEVEL EXAMPLE EXAMPLE EXAMPLE

LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT

Rote list, recite, “By the end of Have students Use the following
memorization, define, name, this course, the group up and question on an
recognition, or match, quote, student will be perform simple exam or
recall of facts. recall, identify, able to recite experiments to homework.
1: KNOWLEDGE
label, recognize Newton’s three the class showing “Recite Newton’s
laws of motion.” how one of the three laws of
laws of motion motion.”
works.

Understanding describe, “By the end of Group students Assign the

what the facts explain, this course, the into pairs and students to write a
mean. paraphrase, student will be have each pair simple essay that
restate, give able to explain think of words explains what
original Newton’s three that describe Newton’s laws of
examples of, laws of motion motion. After a motion mean in
2:
COMPREHENSION
summarize, in his/her own few minutes, ask his/her own words.
interpret, words.” pairs to volunteer
discuss some of their
descriptions and
write these
descriptions on
the board.

Correct use of calculate, “By the end of After presenting On a test, define a
the facts, rules, predict, apply, this course, the the kinetic energy projectile and ask
or ideas. solve, illustrate, student will be equation in class, the students to
use, able to calculate have the students “Calculate the
demonstrate, the kinetic pair off for just a kinetic energy of
3: APPLICATION determine, energy of a few minutes and the projectile.”
model projectile.” practice using it
so that they feel
comfortable with
it before being
assessed.

4: ANALYSIS Breaking down classify, “By the end of Present the Give the students
information outline, break this course, the students with an assignment that
into down, student will be different asks them outline
 LEVEL EXAMPLE EXAMPLE EXAMPLE
LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT

component categorize, able to situations the basic principles

parts. analyze, differentiate involving energy of kinetic and
diagram, between and ask the potential energy.
illustrate potential and students to Ask them to point
kinetic energy.” categorize the out the differences
energy as either between the two as
kinetic or well as how they
potential then are related.
have them explain
in detail why they
categorized it the
way they did, thus
breaking down
what exactly
makes up kinetic
and potential
energy.

Combining design, By the end of Tie each lecture Give the students a
parts to make a formulate, this section of or discussion to project in which
new whole. build, invent, the course, the the previous they must design
create, student will be lectures or an original
compose, able to design an discussions homework
generate, original before it, thus problem dealing
5: SYNTHESIS derive, modify, homework helping the with the principle
develop problem dealing students assemble of conservation of
with the all the discreet energy.
principle of classroom
conservation of sessions into a
energy.” unified topic or
theory.

6: EVALUATION Judging the choose, “By the end of Have different On a test, describe
value or worth support, relate, the course, the groups of students a dynamic system
of information determine, student will be solve the same and ask the
or ideas. defend, judge, able to problem using students which
grade, compare, determine different methods, method they would
contrast, argue, whether using then have each use to solve the
justify, support, conservation of group present the problem and why.
convince, energy or pros and cons of
select, evaluate conservation of the method they
momentum chose.
would be more
appropriate
forsolving a
dynamics
 LEVEL EXAMPLE EXAMPLE EXAMPLE
LEVEL KEYWORDS
ATTRIBUTES OBJECTIVE ACTIVITY ASSESSMENT

problem.”

Attachment: Writing Objectives Using Bloom's Taxonomy [PDF, 323 KB]