Bloom’s Taxonomy of Measurable Verbs
[Pages:12]Bloom's Taxonomy of Measurable Verbs
Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity.) By creating learning objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning.
Verbs that demonstrate Critical Thinking
KNOWLEDGE List Name Recall Record Relate Repeat State Tell Underline
COMPREHENSION Compare Describe Discuss Explain Express Identify Recognize Restate Tell Translate
APPLICATION Apply Complete Construct Demonstrate Dramatize Employ Illustrate Interpret Operate Practice Schedule Sketch Use
ANALYSIS Analyze Appraise Categorize Compare Contrast Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Test
SYNTHESIS Arrange Assemble Collect Combine Comply Compose Construct Create Design Devise Formulate Manage Organize Plan Prepare Propose Setup
EVALUATION Appraise Argue Assess Choose Compare Conclude Estimate Evaluate Interpret Judge Justify Measure Rate Revise Score Select Support Value
Bloom's Taxonomy Action Verbs
Definitions
Bloom's Definition
Knowledge
Remember previously learned information.
Comprehension
Demonstrate an understanding of the facts.
Application
Analysis
Synthesis
Evaluation
Apply knowledge to actual situations.
Break down objects or ideas into simpler parts and find evidence to support generalizations.
Compile component ideas into a new whole or propose alternative solutions.
Make and defend judgments based on internal evidence or external criteria.
Verbs
? Arrange
? Classify
? Apply
? Analyze
? Arrange
? Appraise
? Define
? Convert
? Change
? Appraise
? Assemble ? Argue
? Describe ? Defend
? Choose
? Breakdown ? Categorize ? Assess
? Duplicate ? Describe
? Compute
? Calculate
? Collect
? Attach
? Identify
? Discuss
? Demonstrate ? Categorize ? Combine
? Choose
? Label
? Distinguish
? Discover
? Compare
? Comply
? Compare
? List
? Estimate
? Dramatize
? Contrast
? Compose ? Conclude
? Match
? Explain
? Employ
? Criticize
? Construct ? Contrast
? Memorize ? Express
? Illustrate
? Diagram
? Create
? Defend
? Name
? Extend
? Interpret
? Differentiate ? Design
? Describe
? Order
? Generalized
? Manipulate ? Discriminate ? Develop
? Discriminate
? Outline
? Give example(s) ? Modify
? Distinguish ? Devise
? Estimate
? Recognize ? Identify
? Operate
? Examine
? Explain
? Evaluate
? Relate
? Indicate
? Practice
? Experiment ? Formulate ? Explain
? Recall
? Infer
? Predict
? Identify
? Generate ? Judge
? Repeat
? Locate
? Prepare
? Illustrate
? Plan
? Justify
? Reproduce ? Paraphrase
? Produce
? Infer
? Prepare
? Interpret
? Select
? Predict
? Relate
? Model
? Rearrange ? Relate
? State
? Recognize
? Schedule
? Outline
? Reconstruct ? Predict
? Rewrite
? Show
? Point out
? Relate
? Rate
? Review
? Sketch
? Question
? Reorganize ? Select
? Select
? Solve
? Relate
? Revise
? Summarize
? Summarize
? Use
? Select
? Rewrite
? Support
? Translate
? Write
? Separate
? Set up
? Value
? Subdivide
? Summarize
? Test
? Synthesize
? Tell
? Write
Bloom's Taxonomy Verbs
Use verbs aligned to Bloom's Taxonomy to create discussion questions and lesson plans that ensure your students' thinking progresses to higher levels.
Knowledge
Count Define Describe Draw Enumerate Find Identify Label List Match Name Quote
Read Recall Recite Record Reproduce Select Sequence State Tell View Write
Apply
Act Administer Articulate Assess Change Chart Choose Collect Compute Construct Contribute Control Demonstrate Determine Develop Discover Dramatize Draw Establish Extend
Imitate Implement Interview Include Inform Instruct Paint Participate Predict Prepare Produce Provide Relate Report Select Show Solve Transfer Use Utilize
Comprehend
Classify
Conclude Convert Describe Discuss Estimate Explain Generalize Give examples Illustrate
Interpret Cite Locate Make sense of Paraphrase Predict Report Restate Review Summarize Trace Understand
Analyze
Break down Characterize Classify Compare Contrast Correlate Debate Deduce Diagram Differentiate Discriminate Distinguish Examine
Focus Illustrate Infer Limit Outline Point out Prioritize Recognize Research Relate Separate Subdivide
Synthesize
Adapt Anticipate Categorize Collaborate Combine Communicate Compare Compile Compose Construct Contrast Create Design Develop Devise Express Facilitate Formulate Generate Incorporate Individualize Initiate Integrate
Intervene Invent Make up Model Modify Negotiate Organize Perform Plan Pretend Produce Progress Propose Rearrange Reconstruct Reinforce Reorganize Revise Rewrite Structure Substitute Validate
Evaluate
Appraise Argue Assess Choose Compare & Contrast Conclude Criticize Critique Decide Defend Evaluate
Interpret Judge Justify Predict Prioritize Prove Rank Rate Reframe Select Support
Useful Verbs Tell List Describe Relate Locate Write Find State Name
Useful Verbs explain interpret outline discuss distinguish predict restate translate compare describe
Useful Verbs Solve Show Use Illustrate Construct Complete Examine Classify
Useful Verbs Analyze Distinguish
Knowledge
Sample Question Stems What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...?
Comprehension
Sample Question Stems Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? What do you think...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...?
Application
Sample Question Stems Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ...?
Analysis
Sample Question Stems Which events could have happened...? How was this similar to...?
Examine Compare Contrast Investigate Categorize Identify Explain Separate
Useful Verbs Create Invent Compose Predict Plan Construct Design Propose Devise Formulate
Useful Verbs Judge Select Choose Decide Justify Debate Verify Argue Recommend Assess Discuss Rate Prioritize Determine
What was the underlying problem with...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? What are some of the problems of...? Can you distinguish between...? What was the problem with...?
Synthesis
Sample Question Stems Can you design a ... to ...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...?
Evaluation
Sample Question Stems Is there a better solution to... ? Judge the value of... ? Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe....? How effective are...? What do you think about...?
Bloom's Verbs And Matching Assessment Types
Events People Recordings Newspapers
Magazine articles
Television shows
Radio
Text readings
Films/video Plays Filmstrips
Select List Name
Define
Speech
Model
Photography
Conclusion
Diagram
Implication based on idea
Tape recording Drama Skit Cartoon Story
Graph Own statement
Match
Causal relationships Summary
Explain
Analog Outline Compare
Restate
Defend
Paraphrase
Distinguish
Rewrite
Summarize
Give example
Interrelate
Describe Memorize
Example Illustrate
Interpret Extend
Organize
Recognize
Generalize
Identify
Dramatize
Locate Recite
Comprehension
Prepare Produce
State Label
Choose Sketch
Apply Solve
Knowledge
Application
Show Paint
Map Project Forecast Diagram Illustration Paper that Follows an outline
Solution Question List Project Drama Painting Sculpture
Conclusion Self-evaluation Recommendation Valuing
Judge Relate Weigh
Court trial Survey Evaluation
Standard Compared Standard Established Group discussion
Criticize Support Evaluate Consider Critique Recommend Summarize Appraise Compare
Evaluation
Compose Originate Hypothesize Develop
Article Invention Report Set of rules Set of standards
Synthesis
Design Combine Role-play Construct Produce
Analysis
Plan Create Invent Organize
Compare Analyze Classify Point out
Infer Survey Select
Questionnaire Argument Parts of
propaganda Word defined
Distinguish
Categorize Differentiate Subdivide
Statement identified Conclusion checked Syllogism
broken down
Report Survey Graph
Game Song Machine Alternative course
of action
Experiment Play Book Formulation of
hypothesis Question
Source: The Tenth Annual Curriculum Mapping Institute: Snowbird Utah, July15-18, 2004 Adapted from Benjamin Bloom
Watch Out for Verbs that are not Measurable
In order for an objective to give maximum structure to instruction, it should be free of vague or ambiguous words or phrases. The following lists notoriously ambiguous words or phrases which should be avoided so that the intended outcome is concise and explicit.
WORDS TO AVOID
? Believe ? Hear ? Realize ? Capacity ? Intelligence ? Recognize ? Comprehend ? Know ? See ? Conceptualize ? Listen ? Self-Actualize ? Memorize ? Think ? Experience ? Perceive ? Understand ? Feel
PHRASES TO AVOID
Evidence a (n): To Become: To Reduce: ? Appreciation for ? Acquainted with ? Adjusted to ? Awareness of ? Capable of ? Comprehension of . ? Cognizant of ? Enjoyment of ? Conscious of ? Familiar with ? Interest in ? Interested in . ? Knowledge of ? Knowledgeable about . ? Understanding of
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