Learning outcomes describe what a learner should be able to do at the end of a learning activity or process using specific, measurable verbs.
The Revised Bloom’s Taxonomy provides a spectrum of active verbs for designing learning outcomes across three domains – cognitive, affective, and psychomotor.
Domains
The cognitive domain includes a range of thinking skills, from recall to more complex tasks like analysis and creating.
The affective domain addresses feelings, emotions and attitudes.
The psychomotor domain focuses on physical skills.
Different disciplines and qualifications determine the level of complexity and integration of skills required across these domains for students to demonstrate their learning.
Each learning outcome should include one or two active verbs suitable to the course discipline and level. The list provided here is not exhaustive and alternative verbs can be used.
Cognitive domain
Learners’ ability to process information meaningfully. This domain is the most widely used.
Create
arrange, assemble, combine, compose, construct, create, design, develop, devise, formulate, generate, hypothesise, invent, integrate, organise, plan, prepare, present, produce, propose, reconstruct, rewrite, summarise, synthesise
Evaluate
appraise, argue, ascertain, assess, compare, conclude, contrast, criticise, estimate, evaluate, indicate, interpret, judge, justify, measure, predict, rank, recommend, reflect, review, validate
Analyse
analyse, characterise, compare, connect, contrast, criticise, critique, differentiate, discriminate, distinguish, examine, illustrate, investigate, organise, reflect, relate
Apply
adapt, apply, assess, calculate, compute, construct, demonstrate, employ, examine, execute, experiment, illustrate, modify, operate, organise, practice, prepare, produce, reflect, relate, transfer, solve
Understand
classify, convert, describe, discuss, distinguish, estimate, explain, express, extend, illustrate, infer, interpret, predict, review, solve, summarise, translate
Remember
collect, define, describe, duplicate, identify, label, list, locate, memorise, name, outline, present, recall, recite, recognise, recount, select, state, tabulate, tell
Affective domain
accept, ask, assist, attempt, challenge, collaborate, co-operate, communicate, complete, defend, discuss, display, embrace, initiate, join, judge, justify, listen, participate, practice, present, question, relate, resolve, respond, share, support, synthesise, value
Psychomotor domain
Learners’ ability to use motor (physical) skills to learn.
The psychomotor domain was published in further revisions of Bloom’s taxonomy by Simpson (1966), Dave (1970), and Harrow (1972).
adapt, adjust, administer, alter, arrange, assemble, build, choreograph, combine, construct, copy, deliver, design, detect, display, dissect, examine, execute, fix, handle, measure, mend, mix, operate, perform, prescribe, present, process, record, refine, sketch, use
References
Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Longman.
Bloom, B. S. (1956) Taxonomy of Educational Objectives, Handbook: The Cognitive Domain. David McKay.
Dave, R. H. (1970). Psychomotor levels. In R. J. Armstrong (Ed.). Developing and writing educational objectives (pp. 33-34). Educational Innovators Press.
Harrow, A. J. (1972). A taxonomy of the psychomotor domain: A guide for developing behavioural objectives. David McKay.
Krathwohl, D. R., Bloom, B. S., and Masia, B. B. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. David McKay
Simpson, B. J. (1996). The classification of educational objectives: Psychomotor domain. Illinois Journal of Home Economics, 10(4), 110-144.