hat verbs should I use for each domain?

Cognitive Affective Psychomotor

Remembering Receiving (listening and   Imitation (learner imitates an

being attentive) action after a visual
 Define
demonstration)
 Ask
 Duplicate
 Align
 Choose
 Draw
 Balance
 Describe
 List
 Follow
 Follow
 Label
 Grasp
 Give
 Memorize
 Hold
 Hold
 Name
 Place
 Identify
 Recall
 Repeat
 Locate
 Recite
 Rest
 Name
 Repeat
 Step
 Point to
 Reproduce
Manipulation (performance of
 Select
 State an action with written/verbal
 Sit instructions)
Understanding
 Erect  Align
 Classify
 Reply  Balance
 Describe
 Use  Follow
 Discuss
Responding (active  Grasp
 Explain
participation)
 Hold
 Identify
 Answer
 Place
 Locate
 Assist
 Repeat
 Recognize
 Comply
Precision
 Report
 Conform
 Accurately
 Select
 Discuss
 Errorlessly
 Translate
 Greet
 Independently 
 Paraphrase
 Help
 Proficiently
 Visualize
 Label
 With balance
Applying
 Perform
 With control
 Apply
 Practice
Articulation (display of
 Change coordination of a series of
 Present
 Choose related acts)
 Read
 Construct  Confidence
 Recite
 Demonstrate  Coordination
 Report
 Dramatize  Harmony
 Select
 Employ  Integration 
 Tell 
 Illustrate  Proportion
 Write
 Interpret   Smoothness
Valuing (value attached to
 Modify a subject)         Speed
  Operate  Complete  Stability

 Produce  Describe  Timing

 Schedule  Differentiate Naturalization (high level of

proficiency)
 Sketch  Explain
 Automatically
 Solve  Follow
 Effortlessly
 Translate  Forms
 Naturally 
 Use  Initiate
 Professionally
 Write  Invite
 Routinely
Analyzing                 Join
 Spontaneously 
 Categorize  Justify
 With ease
 Compare  Propose
 With perfection
 Contrast  Read
 With poise
 Deduce  Select

 Discriminate  Share

 Distinguish  Study

 Examine  Work

 Question Organization (beginning to

build consistent value
 Separate
system)
 Test
 Adhere
Evaluating
 Alter
 Appraise
 Arrange
 Argue
 Combine
 Decide
 Compare
 Critique
 Complete
 Criticize
 Defend
 Defend
 Explain
 Judge
 Generalize
 Prioritize 
 Identify
 Rate
 Integrate
 Rant
 Modify
 Select
 Order
 Support
 Organize
 Value
 Relate
 Evaluate
 Synthesize
Creating
Characterization (value
 Assemble system controls behavior)

 Construct  Act

 Create  Discriminate

 Compose  Display
  Develop  Influence

 Formulate  Listen

 Invent  Modify

 Originate  Performs

 Write  Practices

 Propose

 Qualify

 Question

 Revise

 Serve

 Solve

 Use

 Verify

1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function are:

know identify define recall record name

relate list memorize recognize
repeat acquire

 1. Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve

definitions, facts, or lists, or to recite previously learned information.  2. Comprehension: The ability to grasp or construct meaning
from material. Examples of verbs that relate to this function are:

restate locate identify discuss illustrate interpret

report recognize describe discuss draw represent
explain express review infer differentiate
conclude

 2. Understanding:  Constructing meaning from different types of functions be they written or graphic messages, or activities like
interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.      3. Application: The ability to use learned
material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are:

apply relate organize employ practice calculate

develop translate restructure show exhibit
use operate interpret dramatize
demonstrate
illustrate

 3. Applying:  Carrying out or using a procedure through executing, or implementing. Applying relates to or refers to situations where
learned material is used through products like models, presentations, interviews or simulations.   4. Analysis: The ability to break
down or distinguish the parts of material into its components so that its organizational structure may be better
understood.Examples of verbs that relate to this function are:

analyze compare differentiate experiment

probe inquire contrast scrutinize discover
 examine contrast investigate detect inspect dissect
categorize survey classify discriminate
deduce separate

 4. Analyzing:  Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or
how the parts relate to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and
attributing, as well as  being able to distinguish between the components or parts. When one is analyzing, he/she can illustrate this
mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations. 5. Synthesis: The ability to put
parts together to form a coherent or unique new whole. In the revised version of Bloom’s synthesis becomes creating and becomes
the last and most complex cognitive function. Examples of verbs that relate to the synthesis function are:

compose produce plan invent propose develop

design assemble formulate collect arrange construct
create prepare set up generalize organize originate
predict modify tell document derive write
combine relate propose

 5. Evaluating:  Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and
reports are some of the products that can be created to demonstrate the processes of evaluation.  In the newer
taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates
something.     6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose. This function
goes to #5 in the revised version of Bloom’s. Examples of verbs that relate to evaluation are:

judge assess argue decide validate consider

compare evaluate choose rate select appraise value
conclude measure estimate criticize infer
deduce

 6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing. Creating requires users to put parts together in a new way, or synthesize parts
into something new and different thus creating a new form or product.  This process is the most difficult mental function in the new
taxonomy. 

1. Receiving

This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention.

feel sense capture experience pursue attend perceive

2. Responding

This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of
satisfaction.

conform allow cooperate contribute enjoy satisfy

3. Valuing
This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or
commitment to a value.

believe seek justify respect search persuade

4. Organization

This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization
of a value system. As values or beliefs become internalized, the leaner organizes them according to priority.

examine clarify systematize create integrate

5. Characterization – the Internalization of values

This refers to the learner’s highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a
characterization or a philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.

internalize review conclude resolve judge

Psychomotor

Category, Example and Key Words (verbs)

Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to
translation.

Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct
location to catch the ball. Adjusts heat of 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.

Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.

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).

Examples: 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). NOTE: This subdivision of Psychomotor is closely related

with the “Responding to phenomena” subdivision of the Affective domain.

Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.

Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is
achieved by practicing.

Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of
instructor while learning to operate a forklift.

Key Words: copies, traces, follows, react, reproduce, responds

Mechanism: 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.
Examples: Use a personal computer. Repair a leaking faucet. Drive a car.

Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches.

Complex Overt Response: 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. 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.

Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence
while playing the piano.

Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches.

Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.

Examples: 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 (machine is not damaged and there is no danger in performing the new
task).

Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.

Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize
creativity based upon highly developed skills.

Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.

Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

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September 1, 2013

6 min

Vol. 71

No. 1

Art and Science of Teaching / Cognitive Verbs and the Common Core

Robert J. Marzano
CURRICULUM

INSTRUCTIONAL STRATEGIES

The Common Core State Standards (CCSS) present a new mandate and challenge for K–12 educators—teaching and reinforcing
cognitive verbs. These verbs, referred to as academic vocabulary, signal the type of mental operations that students are expected to
perform. For example, the verb evaluate indicates that students are to determine whether something is right or wrong or good or
bad. The verb execute indicates that they are expected to do something that has steps or phases.

One resource that can help teachers reinforce these verbs is the list in Figure 1, which contains 227 cognitive verbs organized into 24
categories of semantically related terms. This list was generated by analyzing the mathematics and English language arts (ELA)
content standards as well as the mathematics practice standards and the ELA college and career readiness standards.

FIGURE 1. Cognitive Verbs in Semantic Categories

Add to: combine, deepen, improve, incorporate, integrate, introduce

Arrange: arrange, list, organize, sort

Big picture: comprehend, contextualize, orient, understand

Collaborate: collaborate, contribute, engage, interact, participate, share

Compare: associate, categorize, classify, compare, connect, contrast, differentiate, discriminate, distinguish, link, match, relate

Create: accomplish, achieve, build, compose, construct, create, develop, draft, form, generate, initiate, produce, publish, record,
stimulate

Decide: choose, decide, select

Define: define, delineate, determine, discern, establish, exemplify, identify, interpret, label, locate, name, recall, recognize

Elaborate: broaden, derive, elaborate, enhance, expand

Evaluate: assess, check, critique, evaluate, judge

Execute: advance, calculate, conduct, compute, employ, execute, navigate

Explain: answer, articulate, clarify, communicate, convey, describe, explain, express, inform, narrate, present, recount, report,
respond, retell, state, summarize, synthesize

Hypothesize: anticipate, approximate, conjecture, consider, estimate, experiment, explore, hypothesize, pose, predict, test

Infer: conclude, deduce, generalize, infer, reason

Measure: gauge, measure, quantify

Metacognitive: appreciate, attend, design, monitor, persevere, plan, prepare, reflect, self-correct

Problem solve: figure out, overcome, problem solve, resolve, solve, surmount

Prove/argue: argue, assert, challenge, claim, confirm, defend, disagree, justify, persuade, promote, prove, quantify, specify, support,
verify

Pull apart: analyze, decompose, decontextualize, diagnose, examine, grapple, investigate, partition, probe

Redo: redo, repeat, reread, revisit

Reference: acknowledge, cite, consult, plagiarize, refer, reference, trace

Seek information: acquire, ask, capture, compile, detect, elicit, encounter, evoke, find out, gather, listen, note, notice, observe,
question, request, research, search, seek, study

Symbolize: act out, chart, conceptualize, demonstrate, depict, diagram, graph, illustrate, imagine, map, model, represent, symbolize,
visualize

Transform: accentuate, adapt, adjust, alter, apply, conform, convert, edit, emphasize, manipulate, modify, paraphrase, rearrange,
refine, replace, revise, rewrite, shape, shift, simplify, strengthen, substitute, tailor, transform, translate, update