Cognitive and Affective Domain Verb Lists 1. Remembering Verbs

Assessments for applying typically include: demonstration, diagram, experiment, illustration, journal, lesson, map, model, performance, poster, prediction, report, scrapbook, and simulation. Assessments for evaluating level outcomes typically include: conclusions, debates, editorials, investigations, judgments, opinion, recommendations, reports, surveys, and verdicts.

1 Cognitive and Affective Domain Verb Lists 1 Remembering Verbs Remembering Verbs; this lowest level verbs can be used in learning objectives, but represent an elementary school level of thinking. At this level, the student can retrieve relevant knowledge from memory. Can the student recall the information? Acquire Examine Omit Reproduce Trace Arrange Find Outline Retrieve Write Choose Identify Point Review Cite Index Quote Select Digital: Collect Indicate Read Show Bookmark Define Label Recall Spell Bullet point Describe List Recite State Highlight Distinguish Locate Recognize Study Draw Match Record Tabulate Duplicate Meet Relate Tally Enumerate Name Repeat Tell Many verbs appear at several levels Bloom s taxonomy is based on the level of thinking required from the student; it is outcome-based, not dependent on a specific verb according to level. The verb lists are suggestions to assist faculty with writing curriculum. Competencies/Objectives measure products of thinking. Goldilocks and the three bears: the teacher tells the story Remembering Describe the home Goldilocks entered Understanding Summarize the story of Goldilocks Applying - Construct a theory about Goldilocks entering the house. Analyzing - Differentiate between Goldilocks reaction and your reaction in the same situation Evaluating Assess the credibility of the story Creating Compose a Goldilocks and the three bears rhyme, song, poem, play, or rap The Pen: the teacher presents the pen with description and writes on paper Remembering Select the pen from the drawer Understanding Explain/describe/discuss the concept of the pen Applying Use the pen for something other than writing on a piece of paper Analyzing Explain/examine the pen (take it apart and see how it works) Evaluating Critique the pen or justify the decision made for an alternative use Creating Devise a new use for the pen or a part of the pen or develop a new use for the pen

2 Cognitive and Affective Domain Verb Lists 2 Understanding Verbs Understanding Verbs; Lower level verbs can be used in learning objectives, but represent an elementary school level of thinking. At this level, the student can determine the meaning of instructional messages including oral, written, and graphic communication. Students can explain something to you and tell you why it works. Students can make logical inferences from remembered material. Can the student explain ideas and concepts? Add Describe Generalize Record Visualize Approximate Detail Give Relate Articulate Determine Identify Reorder Digital: Associate Differentiate Illustrate Repeat Annotate Change Discuss Infer Rephrase Blog Characterize Distinguish Interact Report Categorize Clarify Draw Interpolate Represent Comment Classify Elaborate Interpret Restate Journal Compare Estimate Locate Review Search (Boolean) Compute Exemplify Observe Revise Search (advanced) Conclude Explain Paraphrase Rewrite Subscribe Contrast Express Picture Show Tag graphically Convert Extend Predict Subtract Twitter Defend Extrapolate Prepare Summarize Demonstrate Factor Rearrange Translate

3 Cognitive and Affective Domain Verb Lists 3 Applying Verbs Applying Verbs; the student takes learned information to apply in a different situation or way. Students solve problems to new situations by applying acquired knowledge, facts, techniques, and rules in a different way. Can the student use information in a new way? Acquire Contribute Express Operate Share Adapt Convey Factor Perform Show Allocate Coordinate Figure Personalize Simplify Alphabetize Customize Generalize Plan Simulate Amend Demonstrate Graph Play Sketch Apply Depreciate Guide Plot Solve Ascertain Derive Hack Practice Subscribe Assign Determine Handle Predict Tabulate Attain Develop Identify Prepare Tally Avoid Diminish Illustrate Price Teach Back up Discover Implement Process Transcribe Build Divide Interconvert Produce Transfer Calculate Dramatize Interpret Project Translate Capture Draw Interview Protect Upload Carry out Edit Investigate Prove Use Change Employ List Provide Utilize Chart Engineer Load Relate Write Choose Establish Make Report Classify Examine Make use of Restate Collect Execute Manipulate Restructure information Complete Exercise Model Review Compute Expand Modify Round off Concatenate Experiment Multiply Run Conduct Experiment Obtain Schedule with Construct Explore Order Select Consult Expose Organize Sequence Assessments for applying typically include: demonstration, diagram, experiment, illustration, journal, lesson, map, model, performance, poster, prediction, report, scrapbook, and simulation.

4 Cognitive and Affective Domain Verb Lists 4 Analyzing Verbs Analyzing Verbs; The analyzing level involves examining things and breaking information into parts by identifying motives or causes. Students make inferences and find evidence to support generalizations. Can the student distinguish between the different parts? Accept Crack File Negotiate Survey Administer Criticize Find Optimize Take part in Allow Debate Function Order Test Analyze Deconstruct Generalize Organize Test for Appraise Deduce Group Outline Theme Arrange Delegate Identify Point out Train Assume Detect Illustrate Prioritize Transform Attribute Determine Infer Process Audit Diagnose Inspect Proofread Blueprint Diagram Integrate Prove Breadboard Differentiate Interpret Query Break down Digitize Interrogate Question Calculate Direct Interrupt Recognize Categorize Discover Inventory Reconcile Characterize Discriminate Investigate Relate Chart Dissect Isolate Research Check Distinguish Lay out Resolve Chunk Divide Limit Reverse engineer Classify Document Link Select Clip (media) Ensure List Separate Compare Examine Manage Sequence Conclude Experiment Mash Simplify Confirm Explain Maximize Size up Connect Explore Mind-map Solve Contrast Extract Minimize Structure Correlate Extrapolate Moderate Subdivide Corroborate Figure out Monitor Summarize Assessments for analyzing include: charts, checklists, database, diagram, graph, illustration, investigation, list, outline, plan, questionnaire, report, spreadsheet, and summary.

5 Cognitive and Affective Domain Verb Lists 5 Evaluating Verbs Evaluating Verbs; The Evaluating level is the level lower than creating. The student should be able to present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. Can the student justify a stand or position? Advise Critique Influence Prioritize Validate Agree Decide Integrate Produce Value Appraise Deduce Interpret Propose Verify Argue Deduct Invent Prove Vlog Assemble Defend Judge Rank Write Assess Derive Justify Rate Authenticate Design Manage Rearrange Award Detect Mark Recommend Blog Determine Measure Reconcile Build Develop Mediate Reflect Check Devise Moderate Relate Choose Discriminate Modify Release Classify Disprove Monitor Reorganize Collaborate Document Motivate Resolve Collect Estimate Negotiate Review Combine Evaluate Network Rule on Compare Experiment Opine Select Compile Explain Organize Specify Compose Facilitate Originate Substitute Conclude Formulate Perceive Summarize Consolidate Generate Plan Support Construct Generalize Post Tell Contrast Grade Predict Test Counsel Hire Prepare Transmit Create Hypothesize Prescribe Unite Criticize Preserve Uphold Assessments for the evaluating level outcomes typically include: conclusions, debates, editorials, investigations, judgments, opinion, recommendations, reports, surveys, and verdicts.

6 Cognitive and Affective Domain Verb Lists 6 Creating Verbs Creating Verbs; Creating is the top level of Bloom s creating means to compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. Generating new ideas, products, or perspectives. Can the student create a new product or point of view? Act Contrast Explain Measure Relate Adapt Convince Facilitate Minimize Remix Animate Cope Film Mix Reorganize Anticipate Correspond Forecast Model Revise Appraise Create Format Modify Rewrite Arbitrate Critique Formulate Network Score Argue Cultivate Frame Organize Select Arrange Debug Generalize Originate Show Assess Decide Generate Outline Solve Assemble Defend Grade Overhaul Specify Brief Delete Handle Plan Standardize Budget Depict Imagine Podcast Summarize Build Design Import Portray Support Categorize Determine Improve Predict Test Change Develop Incorporate Prepare Theorize Choose Devise Infer Prescribe Unify Code Dictate Integrate Produce Validate Collect Direct Interface Program Verify Combine Discriminate Invent Propose Videocast Compare Discuss Join Publish Wiki Compile Elaborate Judge Rank Write Compose Enhance Justify Rate Conclude Estimate Lecture Rearrange Consider Evaluate Make Recommend Consolidate Exchange Make up Refer Construct Expand Maximize Reference Assessments for outcomes at the creating level might include: Advertisements, poems, blueprints, cartoons, collages, films, formulas, inventions, new games, newspapers, artwork, plans, plays, songs, stories, videos, etc. Assessments for outcomes at the creating level might include: Advertisements, poems, blueprints, cartoons, collages, films, formulas, inventions, new games, newspapers, artwork, plans, plays, songs, stories, videos, etc.

7 Cognitive and Affective Domain Verb Lists 7 Affective Domain Verbs Caution: EFSC standard is PERFORMANCE-based language with objective SMART (specific, measureable, achievable, relevant, and timely) competencies and learning objectives Receiving Responding Valuing Organizing Internalizing Accept Accept Accept Adapt Act responsibility Acknowledge Acclaim Adopt Adhere to Advocate Accumulate Acquaint self Answer Adjust Avoid Appreciate Admit Argue Alter Change Ask Agree Assist Arrange Change behavior Choose Answer Associate with Balance Defend Combine Approve Assume responsibility Choose Develop code of behavior Control Assist Believe in Classify Develop philosophy Describe Augment Comfort Combine Devote Follow Care for Commit Compare Discriminate Give Commend Complete Complete Display Hold Communicate Debate Conceptualize Exemplify Identify Comply Describe Defend Exhibit Listen for Conform Desire Define Expose Locate Consent Differentiate Disclose Influence Name Contribute Exhibit loyalty to Discuss Judge problems/issues Notice Cooperate Explain Establish Justify behaviors Observe Deal with Express Explain Listen Pay attention Discuss Form Form Maintain judgments Perceive Dress Foster Formulate Manage Point to Enjoy Have faith in Group Modify Receive Find pleasure Help Identify with Perform Reply Follow Initiate Integrate Propose Select Greet Invite Manage Qualify Separate Help Join Modify Question Set apart Interact Justify Order Require Share Label Participate Organize Resolve Show Obey Promote Prefer Revise alertness Show Perform Propose Rank Serve awareness Show interest Personalize Protect Reveal Show devotion to

8 Cognitive and Affective Domain Verb Lists 8 Receiving Responding Valuing Organizing Internalizing Tolerate Practice Protest Select Show mature attitude Use Present Relinquish Theorize (on) Solve View Provide Report Weigh Support alternatives Read Respect Synthesize Recite Seek Uphold Report Select Use Respond Share Verify Select Show concern Talk to Specify Tell Subscribe to Visit Write Subsidize Support Study Work