LEVELS OF LEARNING

Action Verbs can be used in Learning Outcomes, Course Outcomes and Question Papers

COGNITIVE DOMAIN
Levels Action Verbs
Knowledge Arrange, Define, Duplicate, Label List,
Memorize, Name, Order, Recognize, Relate,
Recall, Reproduce, List, Tell, Describe,
Identify, Show, Label, Collect, Examine,
Tabulate, Quote, Outline
Examples
The student will be able to
 quote examples related to events/ objects/ functions
 identify events/ examples
 outline structure/ figures/ flow chart of the central
 outline the structure of the Constitution of the United States
 tabulate the data /puzzles/ etc.
 what, when, who (Recall, Reproduce, Retrieve, State, etc.)
 define technical terms by giving their attributes, properties, or
relations
 memorize vocabulary of the fine arts sufficient to read and
converse intelligently
 recall and recognition of what is characteristic of particular period
 recognize/identify practical biological facts important to health,
citizenship, and other human needs
 relate ways in which symbols are used to indicate the correct
pronunciation of words
 develop a knowledge of acceptable forms of language
 describe standard representational devices and symbols in maps
and charts
 show and describe the forces which determine and shape public
policies
 examine how Greek civilization has affected the contemporary
world
 develop knowledge of how hereditary and environmental factors
interrelate to influence the development of the individual

Comprehension Abstract, Arrange, Articulate, Associate,
Categorize, Clarify, Classify, Compare,
Compute, Conclude, Contrast, Defend,
Diagram, Differentiate, Discuss, Distinguish,
Estimate, Exemplify, Explain, Extend,
Extrapolate, Generalize, Give Examples Of,
Illustrate, Infer, Interpolate, Interpret, Match,
Outline, Paraphrase, Predict, Rearrange,
Reorder, Rephrase, Represent, Restate,
Summarize, Transform, And Translate.
Application Apply, Calculate, Carry Out, Classify,
Complete, Compute, Demonstrate, Dramatize,
Employ, Examine, Execute, Experiment,
Generalize, Illustrate, Implement, Infer,
Interpret, Manipulate, Modify, Operate,
Organize, Outline, Predict, Solve, Transfer,
Translate, And Use.
Analysis Analyze, Arrange, Break Down, Categorize,
Classify, Compare, Connect, Contrast,
 Familiarize with criteria for judgment appropriate to the type of
work and the purpose for which it is read
 recall of major generalizations about particular cultures
 describe biological laws of reproduction and heredity
 arrange major principles involved in learning
 recall of major theories about particular cultures
The student will be able to
 translate a lengthy part of a communication into briefer or more
abstract terms
 arrange musical scores
 translate non-literal statements (metaphor, symbolism, irony,
exaggeration) to ordinary English
 comprehend the significance of the particular words of a poem in
the light of their context
 grasp the thought of a work as a whole at any desired level of
generality
 distinguish among warranted, unwarranted, or contradicted
conclusions drawn from a body of data
 interpret various types of social data
 draw conclusions and state them effectively
 differentiate value judgments from predictions of consequences
The student will be able to
 apply social science generalizations and conclusions to actual
social problems
 predict the probable effect of a change in a factor on a biological
situation previously at equilibrium
 imply principles of psychology in identifying the characteristics
of a new social situation
 relate principles of civil liberties and civil rights to current events
The student will be able to
 distinguish facts from hypotheses/ normative statements
 Deconstruct, Detect, Diagram, Differentiate,
Discriminate, Distinguish, Divide, Explain,
Identify, Integrate, Inventory, Order,
Organize, Relate, Separate, And Structure
Evaluation Appraise, Apprise, Argue, Assess, Compare,
Conclude, Consider, Contrast, Convince,
Criticize, Critique, Decide, Determine,
Discriminate, Evaluate, Grade, Judge,
Justify, Measure, Rank, Rate, Recommend,
Review, Score, Select, Standardize, Support,
Test, And Validate.
Create  Arrange, Assemble, Build, Collect, Combine,
(Synthesis) Compile, Compose, Constitute, Construct,
Create, Design, Develop, Devise, Formulate,
 draw a conclusion from statements which support it
 recognize what particulars are relevant to the validation of a
judgment
 check the consistency of hypotheses with given information and
assumptions
 distinguish cause-and-effect relationships from other sequential
relationships
 detect logical fallacies in arguments
 identify the causal relations and the important and unimportant
details in an historical account / the point of view or bias of a
writer in an historical account
 infer an author's concept of science, philosophy, history, or of his
art as exemplified in his practice
 break down the techniques used in persuasive materials, such as
advertising, propaganda, etc.
The student will be able to
 apply given criteria (based on internal standards) to the judgment
of the work
 indicate logical fallacies in arguments
 apprise and weigh values involved in alternative courses of action
 appraise judgments and values that are involved in the choice of a
course of action
 distinguish between technical terminology which adds precision
to a text by permitting more appropriate definition of terms, and
that which merely replaces a common name by an esoteric one
 evaluate health beliefs critically
 apply self-developed (aesthetic) standards to the choice and use
of the ordinary objects of the everyday environment
The student will be able to
 formulate a stance on a political issue and support the position
 compose creatively a story, essay, or verse for personal pleasure,
Generate, Hypothesize, Integrate, Invent,
Make, Manage, Modify, Organize, Perform,
Plan, Prepare, Produce, Propose, Rearrange,
Reconstruct, Reorganize, Revise, Rewrite,
Specify, Synthesize, And Write.
or for the entertainment or information of others
 specify a personal experience effectively
 compose musical compositions, as in setting a short poem to
music
 propose ways of testing hypotheses
 integrate the results of an investigation into an effective plan or
solution to solve a problem
 plan a unit of instruction for a practical situation
 synthesize knowledge of the course/ knowledge of the unit
operations, and data available in the literature, and apply to the
new field
 formulate a theory of learning applicable to classroom teaching
 propose various possible ways in which experience may be
organized to form a conceptual structure
AFFECTIVE DOMAIN
Levels Action Verbs
Receiving acknowledge, asks, attentive,
courteous, dutiful, follows,
gives, listens, understands
Responding answers, assists, aids,
complies, conforms, discusses,
greets, helps, labels, performs,
presents, tells
Valuing appreciates, cherish, treasure,
demonstrates, initiates, invites,
joins, justifies, proposes,
respect, shares
Organizing or conceptulaizing values compares, relates,
synthesizes ,Prioritizes,
Creates
Examples
The student will be able to
 Listen to others with respect
 Listen and remember the name of newly introduced people
 Dutiful to remember and practice civics/ culture / national
importance
 Follow duties/ responsibilities /guidelines
 Attentive to interpersonal communication
The student will be able to
 Participates in class discussions
 Gives a presentation
 Questions new ideals, concepts, models, etc. in order to
fully understand them
 Complies the safety rules and practice them
 Conforms salutations
The student will be able to
 Demonstrates belief in the democratic process.
 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
 Appreciate others achievement
 Cherish memories
 Invite others ideas
 Informs management on matters that one feels strong about
The student will be able to
 Relates the need for balance between freedom and
responsible behaviour

Internalizing values acts, discriminates, displays,
influences, modifies, performs,
qualifies, questions, revises,
serves, solves, verifies
 Synthesis 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 effectively to meet the needs of the
organization, family, and self
The student will be able to
 Display self-reliance when working independently
 Cooperates in group activities, displays teamwork
 Verifies objective approach in problem solving
 Influences a professional commitment to ethical practice on
a daily basis
 Revises judgments and changes behaviour in light of new
evidence
 Values people for what they are, not how they look
PSYCHOMOTOR DOMAIN
Levels
Perception (awareness)
The ability to use sensory cues to
guide motor activity. This ranges
from sensory stimulation, through
cue selection, to translation.
Set
Readiness to act. It includes mental,
physical, and emotional sets. These
three sets are dispositions that
predetermine a person's response to
different situations (sometimes called
mindsets).
Guided Response
The early stages in learning a
complex skill that includes imitation
and trial and error. Adequacy of
performance is achieved by
practicing.
Mechanism (basic proficiency)
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and
the movements can be performed
with some confidence and
proficiency.
Complex Overt Response
Action Verbs
Chooses, Describes, Detects,
Differentiates, Distinguishes,
Identifies, Isolates, Relates,
Selects.
Begins, Displays, Explains,
Moves, Proceeds, Reacts,
Shows, States, Volunteers.
Copies, Traces, Follows, React, The student will be able to
Reproduce, Responds
Assembles, Calibrates,
Constructs, Dismantles,
Displays, Fastens, Fixes,
Grinds, Heats, Manipulates,
Measures, Mends, Mixes,
Organizes, Sketches.
Assembles, Builds, Calibrates,
Examples
The student will be able to
 Detects non-verbal communication cues
 Relate to Figure and ground experience
 Detect and differentiate perceptual cues, Subliminal
perception
 Identify common elements of dance
 Translate verbal cues to non-verbal
The student will be able to
 Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's abilities and
limitations. Shows desire to learn a new process
(motivation)
 Performs a mathematical equation as demonstrated
 Follows instructions to build a model
 Responds hand-signals of instructor while learning to
operate a forklift
The student will be able to
 Assemble gadgets / puzzles/ studios /blocks/ pictures
 Calibrates scales /cameras/ rhythm
 Tune musical instruments
 Measure cognitive function of individuals and groups
 Sketches maps / figures
 Mend materials / instruments/ gadgets
The student will be able to
The skillful performance of motor
acts that involve complex movement
patterns. Proficiency is indicated by
a quick, accurate, and highly
coordinated performance, requiring a
minimum of energy. This category
includes performing without
hesitation, and automatic
performance.
Adaptation:
Skills are well developed and the
individual can modify movement
patterns to fit special requirements.
Origination: Creating new
movement patterns to fit a particular
situation or specific problem.
Learning outcomes emphasize
creativity based upon highly
developed skills.
Constructs, Dismantles,
Displays, Fastens, Fixes,
Grinds, Heats, Manipulates,
Measures, Mends, Mixes,
Organizes, Sketches.
Adapts, Alters, Changes,
Rearranges, Reorganizes,
Revises, Varies, Synchronise
Arranges, Builds, Combines,
Composes, Constructs,
Creates, Designs, Initiate,
Makes, Originates.
 Manoeuvres a car into a tight parallel parking spot.
 Operates a computer/ instruments /gadgets quickly and
accurately
 Displays competence while playing musical instruments.
 Mixes music
 Sketches picture / map/ figure/ art forms
The student will be able to
 Responds effectively to unexpected experiences
 Modifies instruction to meet the needs of the learners
 Perform a task with a machine that it was not originally
intended to do
 Synchronise music and movement
 Adapts to singing/ dancing
The student will be able to
 Constructs a new theory
 Develops a new and comprehensive training programming
 Creates a new gymnastic routine