Knola

Bloom’s taxonomy verb chartBloom’s taxonomy verbs, with an example for every one

246 verbs for learning objectives, from Remember to Create, each with what it asks of the learner. Switch to DOK levels, find a verb, or download the poster.

Higher up asks more of the learner. Most courses need some of every level.

Analyse · Break information into parts and work out how they relate to each other.

  • analyseUS: analyzebreak down and show how parts relateAnalyse why learners drop out during module two of a course.DOK 2–4Use in the builder
  • comparefind similarities and differencesCompare two pricing models for a group coaching programme.Understand when they only list similarities and differences, without working out why they matter.DOK 2–3Use in the builder
  • contrastshow how things differContrast the causes of the First and Second World Wars.Understand when they restate differences they were taught rather than working them out.DOK 2–3Use in the builder
  • differentiatetell relevant from irrelevantDifferentiate the symptoms that need an ambulance from those that need a GP.DOK 2–3Use in the builder
  • distinguishtell similar things apartDistinguish facts from opinions in a newspaper article on climate policy.Understand when they tell two terms apart by their textbook definitions.DOK 2Use in the builder
  • discriminatespot fine differences between similar thingsDiscriminate between genuine and phishing emails using sender and link details.DOK 2Use in the builder
  • organiseUS: organizework out how parts fit togetherOrganise customer feedback into themes that explain why people cancel.Create when they arrange parts into a new structure of their own, such as a course outline.DOK 2–3Use in the builder
  • attributefind a source's viewpoint or purposeAttribute the purpose and bias behind a supplement company's health claims.DOK 3Use in the builder
  • deconstructtake apart to expose how it worksDeconstruct a competitor's sales page to show how it handles objections.DOK 3Use in the builder
  • categoriseUS: categorizegroup by features you work outCategorise support tickets by root cause to find the biggest problem.Understand when they sort examples into categories they were given.DOK 2Use in the builder
  • dissectexamine closely part by partDissect a short film's opening scene shot by shot to show how tension builds.DOK 2–3Use in the builder
  • examinelook closely to find causes or patternsExamine attendance data to find patterns in missed physiotherapy appointments.Apply when they look something over against a set checklist rather than working out causes.DOK 2–3Use in the builder
  • investigategather evidence to explain somethingInvestigate how water temperature affects the rate of yeast fermentation.DOK 3–4Use in the builder
  • deducereach a conclusion by logicDeduce who wrote an anonymous letter from clues in its wording.DOK 3Use in the builder
  • diagnosefind the cause of a problemDiagnose why a lesson has a low completion rate.DOK 3Use in the builder
  • diagramdraw how the parts connectDiagram how traffic, sign-ups and sales link in a course funnel.DOK 2Use in the builder
  • parsesplit a sentence or data into partsParse complex Spanish sentences into subject, verb and object.DOK 2Use in the builder
  • correlatefind how two things change togetherCorrelate weekly training load with injury reports across a squad.DOK 2–3Use in the builder
  • questionprobe claims and assumptionsQuestion the assumptions behind a supplier's sales forecast.DOK 3Use in the builder
  • separatepull apart things that are mixed togetherSeparate the causes of a customer complaint from its symptoms.DOK 2Use in the builder
  • scrutiniseUS: scrutinizeexamine in close detailScrutinise a tenancy contract for clauses that shift risk to the tenant.DOK 3Use in the builder
  • troubleshootfind a fault step by stepTroubleshoot why a microphone produces a hum during a live stream.DOK 2–3Use in the builder
  • debugfind why code failsDebug a Python script that returns the wrong total for monthly sales.DOK 2–3Use in the builder
  • reverse-engineerwork out how something was madeReverse-engineer a bestselling online course to map its lesson structure.DOK 3–4Use in the builder
  • testcheck an idea against evidenceTest whether shorter videos lead to higher lesson completion rates.DOK 3Use in the builder
  • experimentvary one thing to see its effectExperiment with shutter speeds to find what causes motion blur.Apply when they follow a set method to collect results rather than choosing what to vary.DOK 2–3Use in the builder
  • connectshow how two things are linkedConnect changes in sleep to drops in a client's training performance.DOK 2–3Use in the builder
  • triangulatecheck a finding across several sourcesTriangulate survey, interview and usage data to explain falling renewals.DOK 3–4Use in the builder
  • contextualiseUS: contextualizeplace a source in its timeContextualise a 1915 recruitment poster using events of the war.DOK 3Use in the builder

Also used at Analyse

  • identifyRememberpick out and nameIdentify the main parts of a microscope on a real instrument.Analyse when they pick out patterns, causes or assumptions in new material, not facts they were taught.DOK 1–2Use in the builder
  • sequenceRememberput steps or events in orderSequence the steps of adult basic life support in the correct order.Analyse when they work out the order from evidence, such as dating sources, rather than from memory.DOK 1–2Use in the builder
  • explainUnderstandmake an idea clear in own wordsExplain how compound interest makes savings grow over ten years.Analyse when they explain why something happens, tracing causes and relationships, not just what it is.DOK 2–3Use in the builder
  • interpretUnderstandwork out what it meansInterpret a line graph of website visits over a launch week.Analyse when they interpret complex or conflicting data to find patterns or bias that are not stated.DOK 2–3Use in the builder
  • classifyUnderstandput in the right categoryClassify customer emails as complaints, questions or feature requests.Analyse when they work out the categories themselves or sort by features that are not obvious.DOK 1–2Use in the builder
  • inferUnderstandwork out what is impliedInfer a character's feelings from what they say and do in a scene.Analyse when they draw conclusions from complex or unfamiliar evidence, such as the motives behind a historical source.DOK 2–3Use in the builder
  • criticiseUS: criticizeEvaluatefind and judge weaknessesCriticise the reasoning in a newspaper opinion piece using evidence.Analyse when they only point out flaws without judging how much they matter.DOK 3Use in the builder
  • prioritiseUS: prioritizeEvaluatedecide what matters mostPrioritise patient call bells on a busy ward by clinical urgency.Analyse when they order items by one given measure, such as cost, without weighing trade-offs.DOK 3Use in the builder
  • selectEvaluatechoose the best fit by criteriaSelect the best microphone for podcasting within a £150 budget.Analyse when they pick out the relevant information from the irrelevant, not the best option.DOK 3Use in the builder
  • detectEvaluatespot errors or flaws in reasoningDetect the logical fallacies in a sales pitch for a get-rich-quick course.Analyse when they spot a pattern or anomaly in data without judging it against a standard.DOK 3Use in the builder

Every Bloom’s verb, level by level

From the lowest level to the highest. A verb in “also used” usually sits elsewhere but can ask for this level too.

Level 1Remember verbs

Recall or recognise facts, terms and basic ideas from memory.

recognise, recall, list, define, name, state, label, identify, describe, match, recite, reproduce, quote, locate, retrieve, cite, find, enumerate, underline, tell, retell, sequence, spell.

Also used: arrange.

Question stems

What is…? Who…? When did…? List the… Which one is…? Name the…

Assess it with

A short quiz: matching, labelling or fill in the blank. A timed recall check, such as flashcards. Label a diagram from memory.

Level 2Understand verbs

Explain ideas or concepts in their own words, with examples.

explain, interpret, exemplify, classify, summarise, infer, paraphrase, restate, translate, discuss, report, generalise, predict, illustrate, estimate, clarify, represent, convert, rewrite, trace, extrapolate, interpolate.

Also used: describe, match, compare, contrast, distinguish, categorise.

Question stems

How would you explain… in your own words? What is the main idea of…? Can you give an example of…? What is the difference between… and…? Why does…?

Assess it with

Explain it in their own words, in writing or out loud. Give a new example and say why it fits. Summarise a text or video in a set number of words.

Level 3Apply verbs

Use a method, rule or idea in a new situation.

apply, use, execute, implement, demonstrate, solve, calculate, compute, perform, employ, administer, conduct, complete, follow, show, sketch, graph, measure, schedule, transfer, dramatise, prepare, edit, document, interview, conjugate, punctuate, transpose, query.

Also used: translate, predict, illustrate, convert, examine, experiment, choose, develop, construct, produce, write, modify.

Question stems

How would you use… to…? What would happen if…? Solve… using… Show how… works on this example. What steps would you take to…?

Assess it with

Solve a new problem with the method. Complete a task on a real or realistic example. A worked calculation, marked on method and answer.

Level 4Analyse verbs

Break information into parts and work out how they relate to each other.

analyse, compare, contrast, differentiate, distinguish, discriminate, organise, attribute, deconstruct, categorise, dissect, examine, investigate, deduce, diagnose, diagram, parse, correlate, question, separate, scrutinise, troubleshoot, debug, reverse-engineer, test, experiment, connect, triangulate, contextualise.

Also used: identify, sequence, explain, interpret, classify, infer, criticise, prioritise, select, detect.

Question stems

What are the parts of…? How does… compare with…? What is the evidence for…? Why do you think… happened? What is the relationship between… and…?

Assess it with

A comparison table with a conclusion. A case study: find the cause of the problem. Sort or map the parts and explain the links.

Level 5Evaluate verbs

Make and defend a judgement against criteria or standards.

evaluate, assess, appraise, judge, critique, criticise, check, verify, justify, defend, argue, support, recommend, rank, rate, grade, prioritise, select, choose, decide, weigh, debate, validate, audit, benchmark, substantiate, detect, refute, persuade, self-assess.

Question stems

Which is better, and why? How would you rate…? What criteria would you use to judge…? Do you agree that…? Why? What would you recommend, and why?

Assess it with

A written judgement against a rubric. A critique or peer review using set criteria. A recommendation with reasons and evidence.

Level 6Create verbs

Put parts together into something new: a plan, a product or an original piece of work.

create, design, develop, compose, construct, formulate, generate, plan, produce, invent, devise, hypothesise, propose, build, write, revise, adapt, modify, integrate, structure, reorganise, negotiate, synthesise, draft, storyboard, prototype, choreograph, redesign, derive, script, brainstorm, arrange.

Also used: predict, rewrite, prepare, organise.

Question stems

How could you design a… to…? What would you build to solve…? Can you propose a new way to…? How would you plan…? What could you combine to…?

Assess it with

A project or product, marked with a rubric. A plan or design they present and defend. An original piece of work with a short rationale.

Webb’s Depth of Knowledge (DOK) levels

Bloom’s says what kind of thinking; DOK says how deep the task goes. Webb is clear that the verb alone doesn’t set the level: what the task asks does.

  1. DOK 1Recall and reproductionRecall a fact, term or procedure, or do a simple routine step.For example: Name the capital of France. Calculate 15% of 80.Verbs often used: recognise, recall, list, define, name, state, label, identify, describe, match, recite, reproduce
  2. DOK 2Skills and conceptsMake some decisions about how to approach it: classify, organise, estimate, compare.For example: Compare two characters in a story. Organise data into a chart and say what it shows.Verbs often used: explain, interpret, exemplify, summarise, infer, discuss, generalise, predict, illustrate, estimate, clarify, rewrite
  3. DOK 3Strategic thinkingReason, plan and use evidence; more than one answer may be possible.For example: Write an argument backed by evidence. Design an experiment to test a hypothesis.Verbs often used: attribute, deconstruct, investigate, deduce, diagnose, question, scrutinise, reverse-engineer, test, triangulate, contextualise, evaluate
  4. DOK 4Extended thinkingInvestigate over time, across sources or subjects, and connect ideas.For example: Run an investigation over several weeks and report it. Compare themes across several novels.Verbs often used:

Verbs for values and for physical skills

Not every objective is about thinking. These name behaviour you can see.

Affective domain verbs (Krathwohl, Bloom & Masia (1964))

1. Receiving (notice, pay attention)
attend, listen, acknowledge, watch, ask, tolerate
2. Responding (take part, react)
comply, participate, volunteer, contribute, assist, greet, cooperate, seek
3. Valuing (show they care)
accept, adopt, initiate, join, invite, share, commit, challenge
4. Organisation (weigh values, reconcile)
reconcile, balance, adhere
5. Characterisation (live by it)
act, advocate, uphold, serve, influence, display, encourage, practise, model

Psychomotor domain verbs (Dave (1970))

1. Imitation (copy a demonstration)
copy, mimic, repeat, replicate, attempt
2. Manipulation (do it from instructions)
manipulate, handle, operate, mix, dismantle, position, stitch, lift, paint, draw, sew, knit, cook, bake, sing, sculpt, photograph, weld, swim, pronounce
3. Precision (do it accurately)
calibrate, refine, perfect, adjust, align, control, pace, throw, hold, dispense
4. Articulation (combine skills smoothly)
dance, coordinate, alter, vary, customise, synchronise, transition
5. Naturalisation (automatic, adapts)
manoeuvre, improvise, play, dribble, type

Verbs to avoid, and what to use instead

You can’t watch someone understand. You can watch them explain, use or compare.

  • demonstrate an understanding ofexplain, apply, compare
  • be aware oflist, describe, use
  • be familiar withlist, describe, use
  • understandexplain, apply, compare
  • knowlist, describe, use
  • learnlist, describe, use
  • graspexplain, apply, compare
  • appreciateexplain, justify
  • masterapply, evaluate
  • exploredescribe, investigate

Questions

What are Bloom’s taxonomy verbs?
Action verbs grouped by the six levels of thinking in Bloom’s taxonomy: Remember, Understand, Apply, Analyse, Evaluate and Create. You use one to start a learning objective, so the objective asks for thinking at that level and can be measured.
What is the revised Bloom’s taxonomy?
The 2001 revision by Anderson and Krathwohl renamed the levels as verbs (Knowledge became Remember, Comprehension became Understand, Synthesis became Create) and put Create above Evaluate. This chart uses the revised levels.
Why is the same verb on more than one level?
Because the level depends on the task, not only the verb. “Explain” what happened is Understand; “explain” why it happened, weighing causes, is Analyse. Where a verb honestly sits on more than one level, its card says when each applies.
What are DOK levels?
Webb’s Depth of Knowledge rates how complex a task is: DOK 1 recall and reproduction, DOK 2 skills and concepts, DOK 3 strategic thinking, DOK 4 extended thinking. Many US schools use it alongside Bloom’s to plan and write assessments.
What is the difference between Bloom’s taxonomy and DOK?
Bloom’s describes the kind of thinking; DOK describes how deep and complex the task is. A Create task can be DOK 2 or DOK 4 depending on what it asks. Use the DOK switch to see the depth each verb is usually asked at, as a guide rather than a rule.
Which verbs should I avoid in learning objectives?
Verbs you can’t see or measure: understand, know, learn, appreciate, be aware of, be familiar with, grasp. Replace them with what learners would do to show it: explain, list, use, compare.
What are affective and psychomotor verbs?
Bloom’s team also classified feelings and values (the affective domain: receiving, responding, valuing, organisation, characterisation) and others classified physical skills (the psychomotor domain; Dave’s levels run from imitation to naturalisation). Switch domains in the chart to see their verbs.
Can I print the chart?
Yes. Download the poster as an A4 PDF or a PNG: the six levels as a pyramid, each with its verbs and a question stem. Free, for classrooms and training rooms.

Found your verb? Write the objective.

The free learning objectives builder adds the condition and the standard, checks it, and gives you an “I can” version and a way to assess it.

Open the builder

Sources

  • Anderson, L. W. & Krathwohl, D. R. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman.
  • Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: an overview. Theory Into Practice, 41(4), 212–218.
  • Krathwohl, D. R., Bloom, B. S. & Masia, B. B. (1964). Taxonomy of Educational Objectives, Handbook II: Affective Domain. David McKay.
  • Dave, R. H. (1970). Psychomotor levels. In R. J. Armstrong (ed.), Developing and Writing Behavioral Objectives. Educational Innovators Press.
  • Webb, N. L. (2002). Depth-of-Knowledge Levels for Four Content Areas. Wisconsin Center for Education Research.
  • Hess, K. K., Jones, B. S., Carlock, D. & Walkup, J. R. (2009). Cognitive rigor: blending the strengths of Bloom’s taxonomy and Webb’s depth of knowledge to enhance classroom-level processes.
  • Newton, P. M., Da Silva, A. & Peters, L. G. (2020). A pragmatic master list of action verbs for Bloom’s taxonomy. Frontiers in Education, 5, 107.

Placements were checked against university teaching centres’ verb lists. Lists disagree at the edges, which is why a verb can show more than one level.