Definitions Verbs

Remembering: Can the student recall or
remember the information?
Understanding: Can the student explain
ideas or concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student distinguish
between the different parts?
Evaluating: Can the student justify a stand Appraise, argue, defend, judge, select,
or decision?
Creating: Can the student create new
product or point of view?
Definitions of Anderson’s Revised Taxonomy
Define, duplicate, list, memorize, recall,
repeat, reproduce, state
Classify, describe, discuss, explain,
identify, locate, recognize, report, select,
translate, paraphrase
Choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, schedule,
sketch, solve, use, write
Appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write

Krathwohl’s Taxonomy of Objectives in the Affective Domain

Level What it is Learning Verbs Sample

Outcome/s Objectives
Receiving Refers to the Learning Differentiates, Listens
learner’s outcomes in accepts, listens attentively,
sensitivity to this area range (for), responds shows
the certain from the to sensitivity to
ideas, material, simple social problem
or phenomena awareness Asks, chooses,
and the that a thing identifies,
willingness to exists to locates, points
respond to selective to, sits erect,
particular attention on etc.
phenomena of the part of the
stimuli such as learner
classroom
activities,
textbook,
music, etc.
Responding Is not only Answers, To contributes
being aware of assists, to group
the stimulus complies, discussions by
but reacting discusses, asking
and helps, questions to
responding to performs, listen
 the stimulus practices, attentively
presents, during group
reads, reports, presentation, to
writes, etc. complete
homework, to
read beyond
assignment, to
obey rules, to
participate in
class
discussion, to
show interest in
subject, to
enjoy helping
others, to read
for enjoyment
Valuing Is concerned This ranges in To improve
with the worth degree from group skills
or value a the simpler
student acceptance of To assume
attaches to a a value to the responsibility
particular more complex for the effective
object, level of functioning of
phenomenon, commitment the group
or behavior
To appreciate
willingness to the role of
be perceived science in daily
by others as life, shows
valuing certain concern for
ideas, others’ welfare,
materials, or demonstrates a
phenomena. problem-
Examples solving
include to approach, etc.
increase
measured
proficiency in,
relinquish, to
subsidize, to
support, to
debate e.g. to
argue over an
issue involving
health care
Organizing Relating the Discusses, To organize a
 value to those theorizes, meeting
already held formulates, concerning a
and bringing it balances, neighborhood’s
into a examines housing
harmonious integration plan
and internally
consistent To recognize
value system the need for
or philosophy balance
between
bringing freedom and
together responsibility in
different a democracy
values, understands
resolving the role of
conflicts systematic
among them, planning in
and starting to solving
build an problems,
internally accepts
consistent responsibility
value system— for own
comparing, behavior.
relating, and
synthesizing
values and
developing
philosophy of
life
Characterization All of this level; To display self-
the person has reliance in
held a value working
system that independently,
has controlled cooperates in
his behavior for group activities,
a sufficiently maintains good
long time that a health habits.
characteristic
“life style” has To use an
been objective
developed. approach in
Behavior is problem solving
pervasive
consistent and To display a
predictable. professional
Objectives are commitment to
concerned with ethical practice
personal, on a daily basis
social, and
emotional To revise
adjustment judgements
and changes