Bloom’s Taxonomy
Competence
Knowledge
Skills Demonstrated
Observation and recall of information including dates, events, places, major ideas and mastery of subject
matter - Remembering previously learned materials.
Question Cues:
cite
label
name
reproduce
define
list
quote
pronounce
identify
match
recite
state
Comprehension Ability to understand information, grasp its meaning, translate it into next context; interpret facts, compare,
contrast; and to order, group, infer causes and predict consequences and grasp the meaning of material.
Answers: who? what? when? where?
Question Cues:
Application
alter
discover
manage
relate
change
explain
rephrase
substitute
convert
give examples
represent
summarize
depict
give main idea
restate
translate
describe
illustrate
reword
vary
interpret
paraphrase
tell why
express
Ability to use information, methods, concepts, theories in new situations; solve problems using required
skills or knowledge; use learned material in new and concrete situations
Questions Cues:
apply
discover
manage
relate
classify
employ
predict
show
compute
evidence
prepare
solve
demonstrate
manifest
present
utilize
direct
Analysis
Ability to see patterns, organization or parts, identify components and recognize hidden meanings; and to
to break down material into its component parts. Answers: how many? which? what is?
Question Cues:
ascertain
diagnose
distinguish
outline
analyze
diagram
divide
point out
associate
differentiate
examine
reduce
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conclude
discriminate
find
separate
designate
dissect
infer
determine
Ability to use old ideas to create new ones; generalize from given facts and relate knowledge from several
areas; predict, draw conclusions; and to put parts together to form a new whole. Answers why?
Synthesis
Question Cues:
Evaluation
combine
devise
originate
revise
compile
expand
plan
rewrite
compose
extend
pose
synthesize
conceive
generalize
propose
theorize
create
integrate
project
write
design
invent
rearrange
develop
modify
Ability to compare and discriminate between ideas; assess the value of theories and presentations; make
choices based on reasoned argument; verify value of evidence, recognize subjectivity; and to judge the
value of material for a given purpose Answers how can we improve? What would happen if?
Question Cues:

appraise
conclude
critique
judge
assess
contrast
deduce
weigh
compare
criticize
evaluate
Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational
goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.
Web Resources:
 Student Objective Helper: http://www.teachopolis.org/myTA/forms/Inst_obj2.htm
 Verbinator: http://www.studenthub.org/new/index.html select the verbinator from the resources list.
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Alternative Approaches to Bloom
Provided by Sharon Gillins
A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:



Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)
This taxonomy, or classification of learning behaviors, can be thought of as the goals of the learning
process or student learning outcomes. In other words, when students complete a class, they will acquire
certain knowledge, attitudes or skills. Although Bloom’s Taxonomy of Learning Behaviors is most often
associated with cognitive outcomes, community college courses may include SLOs in one or all of the 3
major learning domains.
Use the following chart to assist in developing and writing SLOs for your class. You may select from the list
of suggested verbs for each learning activity or generate similar verbs based on your course content and
desired learning outcomes. The SLOs you develop will follow the basic stem in the Course Outline of
Record, “Upon successful completion of the course, students should be able to:”. The verbs you
use in the SLO should be in the present tense, (write, develop, create, demonstrate). When you read the
stem, followed by the SLO you have written, the entire statement should make a complete sentence that is
grammatically correct. E.g. Upon successful completion of the course, students should be able to:
- Write an essay that...
- Develop a menu that…
COGNITIVE DOMAIN
involves knowledge and the development of intellectual skills; includes the recall or recognition
of specific facts, procedural patterns, and concepts that serve in the development of intellectual
abilities and skills. There are 6 main categories covering the acquisition of knowledge.
Category
Skills
Sample Verbs for SLOs
Knowledge  Remembering previously
list, define, tell, describe, identify,
Recalls data or
learned materials
show, label, collect, examine,
information
 observation and recall of
information
 knowledge of dates,
events, places
 knowledge of major ideas
 mastery of subject matter
ComprehensionUnderstands the
meaning; state a
problem in one's
own words.

Application-


interpret facts, compare,
contrast
order, group, infer causes
predict consequences
summarize, describe, interpret,
contrast, predict, associate, distinguish,
estimate, differentiate, discuss

use information
apply, demonstrate, calculate,
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Applies what was
learned in the
classroom into
novel situations
in the work place.

Analysis Separates
material or
concepts into
component parts.
distinguishes
between facts
and inferences.
Synthesis Builds a structure
or pattern from
diverse elements









Evaluation Makes judgments
about the value
of ideas or
materials.





use methods, concepts,
theories in new situations
solve problems using
required skills or
knowledge
complete, illustrate, show, solve,
examine, modify, relate, change,
classify, experiment, discover
seeing patterns
organization of parts
recognition of hidden
meanings
identification of
components
analyze, separate, order, explain,
connect, classify, arrange, divide,
compare, select, explain, infer
use old ideas to create
new ones
generalize from given facts
relate knowledge from
several areas
predict, draw conclusions
combine, integrate, modify, rearrange,
substitute, plan, create, design, invent,
compose, formulate, prepare,
generalize, rewrite
compare and discriminate
between ideas
assess value of theories,
presentations
make choices based on
reasoned argument
verify value of evidence
recognize subjectivity
assess, decide, rank, grade, test,
measure, recommend, convince,
select, judge, explain, discriminate,
support, conclude, compare
AFFECTIVE DOMAIN
Includes feelings, values, appreciation, enthusiasms, motivations, and attitudes.
There are 5 main categories covering the development of attitudes.
Receives
identifies, locates, names, points to,
 listens to others with
Phenomena –
selects, sits, erects, replies
respect
shows attention
 remembers the names of
and awareness
newly introduced people
Responds to
answers, assists, aids, complies,
 participates in class
Phenomena:
conforms, discusses, greets, helps,
discussions.
participates
labels, performs, practices, presents,
 gives a presentation.
actively
reads, recites, reports, selects, tells,
 asks questions in order to
writes
fully understand.
 knows and practices
safety rules.
Values: assigns
initiates, invites, joins, justifies,
 demonstrates belief
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appropriate worth
to a particular
object,
phenomenon, or
behavior.
Organization:
Organizes values
into priorities




Internalizes
values Uses a
value system that
controls behavior.
system
is sensitive towards
individual and cultural
differences (value
diversity).
 shows the ability to solve
problems.
 proposes a plan to social
improvement
accepts responsibility for
one’s behavior.
explains the role of systematic
planning in solving problems.
accepts professional ethical
standards.
prioritizes time effectively.


proposes, reads, reports, selects,
shares, studies, works
adheres, alters, arranges, combines,
compares, completes, defends,
explains, formulates, generalizes,
identifies, integrates, modifies, orders,
organizes, prepares, relates,
synthesizes
acts, discriminates, displays,
shows self-reliance when
influences, listens, modifies, performs,
working independently.
 displays the ability to work practices, proposes, qualifies,
questions, revises, serves, solves,
cooperatively in a group
verifies.
 uses an objective
approach in problem
solving.
 displays a professional
commitment to
ethical practice.
 revises judgments and
changes behavior in light
of new evidence.
 values people for what
they are, not how they
look.
PSYCHOMOTOR DOMAIN
includes physical movement, coordination, and use of the motor-skill areas.
There are 7 main categories covering skill development.
Perception: The
chooses, describes, detects,
 Detects non-verbal
ability to use
differentiates, distinguishes, identifies,
communication cues
sensory cues to
isolates, relates, selects
using the senses and
guide motor
spatial relationships
activity.
Set: Readiness
begins, displays, explains, moves,
 Knows appropriate
to act
proceeds, reacts, shows, states
response and has the
using mentally,
physical, mental and
physically, and
emotional capability to act
emotionally,
 Recognizes one’s own
abilities and limitations
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Guided Response:
learning a complex
skill through
imitation, trial and
error and practice; an
early step in skill
development.
Mechanism: learned
responses have
become habitual and
the movements can
be performed with
some confidence and
proficiency; an
intermediate step in
skill development

Executes a skill or task as
demonstrated
Follows directions to
complete a process
copies, traces, follows, react,
reproduce, responds

Executes a skill or task
without prompting
assembles, calibrates, constructs,
dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches
Complex Overt
Response:
skillful
performance of
motor acts that
involve complex
movement
patterns

Operates equipment
efficiently
Displays competence in
physical skill
Adaptation: Skills
are well developed
and the individual
can modify
movement patterns
to fit special
requirements.

assembles, builds, calibrates,
constructs, dismantles, displays,
fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches; additionally
includes adverbs or adjectives that
indicate that the performance is quicker,
better, more accurate
adapts, alters, changes, rearranges,
reorganizes, revises, varies.
Origination:
Creating new
movement patterns
to fit a particular
situation or specific
problem.




Responds effectively to
unexpected
circumstances.
Performs a task with
equipment or machine
that it was not originally
intended to do (machine
is not damaged and there
is no danger in performing
the new task).
arranges, builds, combines, composes,
Uses creativity and
constructs, creates, designs, initiate,
ingenuity to develop
makes, originates
original methods or
techniques
Information adapted from http://www.coun.uvic.ca/learn/program/hndouts/bloom.html and http://www.nwlink.com/~doncla
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Verbs Requiring Cognitive Outcomes, Provided by Bonnie Pavlis
Critical Thinking
Synthesis
Analysis
Application
Comprehension
Knowledge
define
repeat
record
list
name
relate
underline
recall
inquire
record
recognize
match
memorize
select
distinguish
identify
label
translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
change
rearrange
give example
illustrate
comment
transform
demonstrate
infer
generalize
interpret
summarize
distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize
discriminate
deduce
put into list
describe
classify
categorize
interpret
apply
emply
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
organize
reconstruct
solve
transfer
generalize
choose
classify
calculate
compose
plan +
propose
design +
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare
solve +
produce +
Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure
consider
conclude
weigh
criticize
assess
Knowledge
Recall:
To remember previously learned material.
Comprehension:
To grasp the meaning of the knowledge being learned and be able to
paraphrase or explain it.
Application:
The ability to use learned information and materials.
Analysis:
The ability to break material down into its elements or parts so that its
organizational structure may be understood.
Synthesis:
The ability to combine previous experience with new material to form a
structure.
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Verbs Requiring Affective Outcomes
Charterization
Organizing
Valuing
codity
descriminate
display
favor
judge
order
organize
relate
systematize
weigh
Responding
Receiving
accept
attend
develops
realize
receive
recognize
behave
complete
comply
cooperate
enjoy
examine
obey
observe
respond
tolerate
balance
believe
defends
devote
examine
prefer
pursue
seek
value
internalize
(Formal
instruction does
not address)
Receiving:
Awareness, willingness to receive, and controlled attention.
Responding:
Compliance in reacting to a suggestion, willingness to respond, and
satisfaction in response.
Valuing:
Accepting a value as a belief, indication of preference for the value, and
commitment.
Organizing:
Conceptualization of a value in abstract or symbolic terms and organization of
a value system.
Characterization
of an internally
consistent value
system:
The individual acts consistently in accordance with the values he/she has
internalized.
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Verbs Requiring Psychomotor Outcomes
Perception
distinguish
hear
recognize
relate
see
sense
smell
taste
touch
Set
physicaladjust
locate
place
position
prepare
Guided
response
copy
demonstrate
determine
discover
duplicate
imitate
inject
repeat
Mechanism
adjust
build
illustrate
indicate
manipulate
mix
set up
Complex
overt
response
calibrate
coordinate
maintain
operate
operate
Adaptation
adapt
build
change
develop
supply
Origination
construct
create
design
produce
Perception:
Involves sensitivity to a situation object, or relationship that normally leads to
action.
Preparation:
Involves readiness to perform.
Orientation:
Involves the discovery and/or decision of the response(s) which must be
made.
Pattern:
Involves a learned response that is habitual; presentation is smooth and the
presenter has confidence in his ability.
Performance:
Involves a complex motor action, carried out with a high degree of skill.
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