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

EVALUATION
Appraise
SYNTHESIS Argue
Arrange Assess
ANALYSIS Assemble Choose
Analyze Collect Compare
APPLICATION Appraise Combine Conclude
Apply Categorize Comply Estimate
COMPREHENSION Complete Compare Compose Evaluate
Compare Construct Contrast Construct Interpret
KNOWLEDGE Describe Demonstrate Debate Create Judge
List Discuss Dramatize Diagram Design Justify
Name Explain Employ Differentiate Devise Measure
Recall Express Illustrate Distinguish Formulate Rate
Record Identify Interpret Examine Manage Revise
Relate Recognize Operate Experiment Organize Score
Repeat Restate Practice Inspect Plan Select
State Tell Schedule Inventory Prepare Support
Tell Translate Sketch Question Propose Value
Underline Use Test Setup
 Bloom’s Taxonomy Action Verbs

Definitions Knowledge Comprehension Application Analysis Synthesis Evaluation

Bloom’s Remember Demonstrate an Apply knowledge Break down Compile Make and defend
Definition previously understanding of to actual objects or ideas component judgments based
learned the facts. situations. into simpler parts ideas into a new on internal
information. and find evidence whole or evidence or
to support propose external criteria.
generalizations. alternative
solutions.

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 Comprehend
Count Read Classify Interpret Cite
Define Recall Locate
Describe Recite Conclude Make sense of
Draw Record Convert Paraphrase
Enumerate Reproduce Describe Predict
Find Select Discuss Report
Identify Sequence Estimate Restate
Label State Explain Review
List Tell Generalize Summarize
Match View Give examples Trace
Name Write Illustrate Understand
Quote

Apply Analyze
Act Imitate Break down Focus
Administer Implement Characterize Illustrate
Articulate Interview Classify Infer
Assess Include Compare Limit
Change Inform Contrast Outline
Chart Instruct Correlate Point out
Choose Paint Debate Prioritize
Collect Participate Deduce Recognize
Compute Predict Diagram Research
Construct Prepare Differentiate Relate
Contribute Produce Discriminate Separate
Control Provide Distinguish Subdivide
Demonstrate Relate Examine
Determine Report
Develop Select
Discover Show
Dramatize Solve
Draw Transfer
Establish Use
Extend Utilize
 Synthesize Evaluate
Adapt Intervene Appraise Interpret
Anticipate Invent Argue Judge
Categorize Make up Assess Justify
Collaborate Model Choose Predict
Combine Modify Compare & Contrast Prioritize
Communicate Negotiate Conclude Prove
Compare Organize Criticize Rank
Compile Perform Critique Rate
Compose Plan Decide Reframe
Construct Pretend Defend Select
Contrast Produce Evaluate Support
Create Progress
Design Propose
Develop Rearrange
Devise Reconstruct
Express Reinforce
Facilitate Reorganize
Formulate Revise
Generate Rewrite
Incorporate Structure
Individualize Substitute
Initiate Validate
Integrate
 Knowledge
Useful Verbs Sample Question Stems
Tell What happened after...?
List How many...?
Describe Who was it that...?
Relate Can you name the...?
Locate Describe what happened at...? Who spoke to...?
Write Can you tell why...?
Find Find the meaning of...?
State What is...?
Name Which is true or false...?

Comprehension
Useful Verbs Sample Question Stems
explain Can you write in your own words...?
interpret Can you write a brief outline...?
outline What do you think could of happened next...?
discuss What do you think...?
distinguish Can you distinguish between...?
predict What differences exist between...?
restate Can you provide an example of what you mean...?
translate Can you provide a definition for...?
compare
describe

Application
Useful Verbs Sample Question Stems
Solve Do you know another instance where...?
Show Could this have happened in...?
Use Can you group by characteristics such as...?
Illustrate What factors would you change if...?
Construct Can you apply the method used to some experience of your own...?
Complete What questions would you ask of...?
Examine From the information given, can you develop a set of instructions
Classify about...?
Would this information be useful if you had a ...?

Analysis
Useful Verbs Sample Question Stems
Analyze Which events could have happened...?
Distinguish How was this similar to...?
Examine What was the underlying problem with...?
Compare What do you see as other possible outcomes?
Contrast Why did ... changes occur?
Investigate Can you compare your ... with that presented in...?
Categorize Can you explain what must have happened when...?
Identify What are some of the problems of...?
Explain Can you distinguish between...?
Separate What was the problem with...?

Synthesis
Useful Verbs Sample Question Stems
Create Can you design a ... to ...?
Invent Can you see a possible solution to...?
Compose If you had access to all resources how would you deal with...?
Predict What would happen if...?
Plan How many ways can you...?
Construct Can you create new and unusual uses for...?
Design Can you develop a proposal which would...?
Propose
Devise
Formulate

Evaluation
Useful Verbs Sample Question Stems
Judge Is there a better solution to... ?
Select Judge the value of... ?
Choose Can you defend your position about...?
Decide Do you think ... is a good or a bad thing?
Justify How would you have handled...?
Debate What changes to ... would you recommend?
Verify Do you believe….?
Argue How effective are...?
Recommend What do you think about...?
Assess
Discuss
Rate
Prioritize
Determine
 Bloom’s Verbs
And Matching Assessment Types
C
o
m
Comppa Co
aredre mp Pla
Stan ose n
dard D
e
Speech Model s
Photography Conclusion Ori i
Esta gin g Cre
Diagram Implication based on idea ate n ate
blish
Graph Causal relationships C
ed
Tape recording Gr o
ou m
Own statement Summary
p Hy b
Drama Analog pot i
dis
Skit Outline cus hes n Inv
Cartoon Compare sio ize e ent
n R
Story o
Match Explain l
Restate Defend e
-
Paraphrase Distinguish p
Events De l Org
Rewrite Summarize vel a ani
op y ze
People
C
Give example Interrelate o
Recordings n
s
Example Interpret
tr
Newspapers Describe u
Illustrate Extend c
Memorize Organize t
P
Recognize Generalize r
Magazine articles Identify Dramatize o
Television shows Locate Prepare d
u
Radio Recite Comprehension Produce c
Text readings State Choose e
Arti
Films/video Select Label Sketch cle Ex
Plays Inve per
ntio ime
List n nt
Filmstrips Knowledge Application Rep Pla
Name ort y
Set
Define of G
Conclusion Judge rule a Bo
s m ok
Self-evaluation Relate Evaluation Analysis Set e For
Recommendation Weigh Criticize Compare of mul
Valuing Support Analyze stan S atio
o
dar n n
Evaluate
ds g of
Synthesis Classify
Consider
Court trial Point out
Critique
Survey Distinguish
Recommend
Evaluation Categorize
Summarize
Differentiate
Standard Appraise Subdivide
 Sculpture

Infer
Questionnaire
Survey
Argument
Select
Parts of
propaganda
Word defined

Statement identified
Conclusion checked
Map Syllogism
Project broken down
Forecast
Diagram Report
Illustration Survey
Paper that Graph
Follows an
outline

Solution
Question
Apply List
Solve Project
Show Drama
Paint Painting

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 PHRASES TO AVOID

• Believe Evidence a (n): To Become: To Reduce:
• Hear • Appreciation for
• Realize • Acquainted with
• Capacity • Adjusted to
• Intelligence • Awareness of
• Recognize • Capable of
• Comprehend • Comprehension of .
• Know • Cognizant of
• See • Enjoyment of
• Conceptualize • Conscious of
• Listen • Familiar with
• Self-Actualize • Interest in
• Memorize • Interested in .
• Think • Knowledge of
• Experience • Knowledgeable about .
• Perceive • Understanding of
• Understand
• Feel