Revised Bloom’s Taxonomy Action Verbs Electronic Engineering Department

Revised Bloom’s Taxonomy Action Verbs: Cognitive, Affective and Psychomotor*

Bloom’s Revised Taxonomy—Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns,
and concepts that serve in the development of intellectual abilities and skills. Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the
learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories
from noun to verb forms, and 2) slightly rearranging them. This new taxonomy reflects a more active form of thinking and is perhaps more accurate.
*appropriate synonyms and illustrated verbs can be preferred with level of ability.

Category Examples Keywords [Verbs]

Remembering (C1): Recall previous learned
information.
Understanding (C2): Comprehending the
meaning, translation, interpolation, and
interpretation of instructions and problems. State a
problem in one's own words.
Applying (C3): Use a concept in a new situation or
unprompted use of an abstraction. Applies what was
learned in the classroom into novel situations in the
work place.
Analyzing (C4): Separates material or concepts
into component parts so that its organizational
structure may be understood. Distinguishes
between facts and inferences.
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Exhibit memory of previously Learned material by Define, describe, identify, know, list, match, name,
recalling facts, terms, basic concepts, and answers. outline, recall, recognize, reproduce, state, choose,
Recite a policy. Quote prices from memory to a find, how, label, omit, show, spell, tell, what, when,
customer. Knows the safety rules.
where, which, who, why, cite, give an example,
listen, locate, memorize, quote, recite, record,
repeat, underline.
Rewrites the principles of test writing. Explain in Comprehend, convert, distinguish, demonstrate,
one's own words the steps for performing a estimate, guess, explain, extend, generalize, give
complex task. Translates an equation into a multiple examples, infer, interpret, paraphrase,
computer spreadsheet. Demonstrate understanding
of facts and ideas by organizing, comparing, rewrite, translate, classify, rephrase, ask, calculate,
translating, interpreting, giving descriptions, and discuss, observe, report, re-tell, review, summarize.
stating main ideas.
Use a manual to calculate an employee's vacation Apply, change, compute, construct, demonstrate
time. Apply laws of statistics to evaluate the new concept, discover, manipulate, modify, operate,
reliability of a written test. prepare, produce, solve, develop, experiment,
interview, make, use, make use of, model, plan,
utilize, dramatize, draw, illustrate, practice,
sequence, teach, execute.
Troubleshoot a piece of equipment by using logical Analyze, breakdown, compare, contrast, diagram,
deduction. Recognize logical fallacies in deconstruct, differentiate, discriminate, identify,
reasoning. Gathers information from a department relate, group, order, investigate, separate, assume,
and selects the required tasks for training. Examine categorize, conclusion, dissect, divide, examine,
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Revised Bloom’s Taxonomy Action Verbs Electronic Engineering Department

Evaluating (C5): Make judgments about the value
of ideas or materials.
and break information into parts by identifying research, function, inference, inspect, motive,
motives or causes. Make inferences and find relationship, simplify, survey, take, part in,
evidence to support generalizations. question, test, test for, theme, distinguish the fact,
classify the materials, graph, plot.
Select the most effective solution. Hire the most Appraise, contrast, criticize, critique, defend,
qualified candidate. Justify a new budget. discriminate, evaluate, agree, asses, award,
Present and defend opinions by making judgments conclude, criteria, decide, deduct, determine, prove,
about information, validity of ideas, or quality of disprove, importance, influence, judge, justify,
work based on a set of criteria. mark, measure, opinion, perceive, itize, rate,
recommend, rule on, select, support, argue, debate,
tell why, value.

Creating (C6): Builds a structure or pattern from
diverse elements. Put parts together to form a
whole, with emphasis on creating a new meaning or
structure.
Write a company operations or process manual.
Design a machine to perform a specific task.
Integrates training from several sources to solve a
problem. Revises and process to improve the
outcome.
Compile information together in a different way by
combining elements in a new pattern or proposing
alternative solutions.
Categorize, combine, compile, compose, create,
devise, design, generate, modify, organize, arrange,
predict, rearrange, reconstruct, reorganize, revise,
summarize elements, tell, write, adapt, build,
delete, grow, evolve, enlarge, spread, elaborate,
approximate, formulate, happen, imagine, forecast,
divine, formulate, happen, imagine, improve,
invent, make up, maximize, minimize, original,
originate, propose, solution, resolve, suppose,
theory.

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Revised Bloom’s Taxonomy Action Verbs Electronic Engineering Department

Bloom’s Revised Taxonomy—Affective Domain

The affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and
attitudes. This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and
attitudes. The five major categories are listed from the simplest behavior to the most complex:

Category Examples Keywords [Verbs]

Receiving Phenomena (A1): Awareness, Listen to others with respect. Listen for and Ask, choose, describe, give, hold, identify, locate,
willingness to hear, selected attention. remember the name of newly introduced people. name, point to, select, sit, erect, reply, use, accept,
Responding to Phenomena (A2): Active
participation on the part of the learners. Attends and
reacts to a particular phenomenon. Learning
outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction
in responding (motivation).
Valuing (A3): The worth or value a person attaches
to a particular object, phenomenon, or behaviour.
This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on
the internalization of a set of specified values, while
clues to these values are expressed in the learner's
overt behavior and are often identifiable.
Organization (A4): Organizes values into
priorities by contrasting different values, resolving
conflicts between them, and creating a unique value
system. The emphasis is on comparing, relating,
and synthesizing values.
acknowledge, be aware, listen, notice, pay
attention, tolerate.
Participates in class discussions. Gives a
presentation. Questions new ideals, concepts,
models, etc. in order to fully understand them.
Know the safety rules and practices them.
Demonstrates belief in the democratic process. Is
sensitive towards individual and cultural
differences (value diversity). Shows the ability to
solve problems. Proposes a plan to social
improvement and follows through with
commitment. Informs management on matters that
one feels strongly about.
Recognizes the need for balance between freedom
and responsible behaviour. Accepts responsibility
for one's behaviour. Explains the role of systematic
planning in solving problems. Accepts professional
ethical standards. Creates a life plan in harmony
with abilities, interests, and beliefs. Prioritizes time
Answer, respond, answer freely, assist, aid, comply,
conform, discuss, greet, help, label, perform,
practice, present, read, read voluntarily, recite,
report, select, tell, write, agree to, care for,
communicate, comply, confirm, consent,
contribute, cooperate, participate, participate
willingly, follow, obey, visit.
Complete, demonstrate, differentiate, explain,
form, initiate, invite, join, justify, propose, report,
select, share, study, work, adopt, assume, assume
responsibility, behave, behave according to,
commit, desire, exhibit loyalty, express, prefer,
seek, show, show continual desire to, show concern,
use resources to
Adhere, alter, arrange, combine, compare,
complete, defend, explain, formulate, generalize,
integrate, modify, order, organize, prepare, relate,
synthesize, adapt, adjust, balance, classify,
conceptualize, group, theorize.

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Revised Bloom’s Taxonomy Action Verbs
Internalizing values/characterization (A5): Has a
value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and
most importantly, characteristic of the learner.
Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).
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effectively to meet the needs of the organization,
family, and self.
Shows self-reliance king independently. Act, act upon, discriminate, display, influence,
Cooperates in group activities (displays teamwork). modify, perform, practice, propose, qualify,
Uses an objective approach in problem solving. question, revise, serve, solve, verify, advocate,
Displays a professional commitment to ethical exemplify, justify behavior, maintain, support.
practice on a daily basis. Revises judgments and
changes behavior in light of new evidence. Values
people for what they are, not how they look.
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Revised Bloom’s Taxonomy Action Verbs Electronic Engineering Department

Bloom’s Taxonomy—Psychomotor Domain

The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is
measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the
most complex.

Category Examples Keywords [Verbs]

Perception (P1): The ability to use sensory cues to Senses cues that guide more activity. Detects non- Choose, describe, detect, differentiate, distinguish,
guide motor activity. This ranges from sensory verbal communication cues. Estimate where a ball identify, isolate, relate, select, hear, listen, observe,
stimulation, through cue selection, to translation. will land after it is thrown and then moving to the perceive, recognize, see, sense, smell, taste, view,
correct location to catch the ball. Adjusts heat of watch.
stove to correct temperature by smell and taste of
food. Adjusts the height of the forks on a forklift by
comparing where the forks are in relation to the
pallet.
Set (P2): Readiness to act. It includes mental, Mentally, physical and/or emotionally ready to act. Begin, display, explain, move, proceed, react,
physical, and emotional sets. These three sets are Knows and acts upon a sequence of steps in a show, state, volunteer, sit, stand, station, achieve a
dispositions that predetermine a person's response manufacturing process. Recognize one's posture, assume a body stance, establish a body
to different situations (sometimes called mindsets). abilities and limitations. Shows desire to learn a position, place hands, place arms, position the
new process (motivation). NOTE: This subdivision body.
of Psychomotor is closely related with the
“Responding to phenomena” subdivision of the
Affective domain.

Guided Response (P3): The early stages in
learning a complex skill that includes imitation and
trial and error. Adequacy of performance is
achieved by practicing.
Imitates and practices skills, often in discrete steps. Copy, trace, follow, react, reproduce, respond,
Performs a mathematical equation as demonstrated. duplicate, imitate, manipulate with guidance,
Follows instructions to build a model. Responds operate under supervision, practice, repeat, try.
hand-signals of instructor while learning to operate
a forklift.

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Revised Bloom’s Taxonomy Action Verbs Electronic Engineering Department

Mechanism (P4): This is the intermediate stage in Performs act with increasing efficiency, confidence Assemble, calibrate, construct, dismantle, display,
learning a complex skill. Learned responses have and proficiency. Use a personal computer. Repair a fasten, fix, grind, heat, manipulate with, measure,
become habitual and the movements can be leaking faucet. Drive a car. mend, mix, organize, sketch, conduct, demonstrate,
performed with some confidence and proficiency. execute, make, pace, produce, complete with
confidence, improve efficiency, increase speed.

Complex Overt Response/Expert (P5): The Performs automatically. Manoeuvres a car into a Control, direct, excel, build, guide, dismantle,
skilful performance of motor acts that involve tight parallel parking spot. Operates a computer perfect, manage, master, act habitually, advance
complex movement patterns. Proficiency is quickly and accurately. Displays competence while with assurance, maintain efficiency, perform
indicated by a quick, accurate, and highly playing the piano. automatically, proceed automatically..
coordinated performance, requiring a minimum of
energy. This category includes performing without
hesitation, and automatic performance. For
example, players are often utter sounds of
satisfaction or expletives as soon as they hit a tennis
ball or throw a football, because they can tell by the
feel of the act what the result will produce.

Adaptation (P6): Skills are well developed and the Adapts skill test to meet a problem solution. Adapt, alter, change, rearrange, reorganize, revise,
individual can modify movement patterns to fit Responds effectively to unexpected experiences. vary.
special requirements. Modifies instruction to meet the needs of the
learners. Perform a task with a machine that it was
not originally intended to do (machine is not
damaged and there is no danger in performing the
new task).
Origination (P7): Creating new movement Creates new patterns for specific solutions. Arrange, build, combine, compose, create, design,
patterns to fit a particular situation or specific Constructs a new theory. Develops a new and initiate, originate.
problem. Learning outcomes emphasize creativity comprehensive training programming.
based upon highly developed skills. Creates a new gymnastic routine.

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Revised Bloom’s Taxonomy Action Verbs Electronic Engineering Department

References
• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
• Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000; Pohl, 2000.
• Revised Bloom’s Taxonomy Chart; https://www.cloud.edu/Assets/PDFs/assessment/revised-blooms-chart.pdf

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