Cognitive Domain (Bloom’s and Anderson)

Level Basic Description Objective Terms

Knowledge Remember (recall) appropriate, previously Define, Describe, Identify,
(Level 1) learned facts and information. Know, Label, List, Match,
 Know common terms Memorize, Name,
 Know specific Outline, Quote, Recall,
 Know basic concepts Recognize, Relate,
 Know principles Repeat, Restate, Select,
State
Comprehension Interpret information (understand in your Classify, Convert,
(Level 2) own words). Describe, Discuss,
 Understand facts distinguish between,
 Interpret charts and graphs Estimate, Explain, Extend,
 Justify methods and procedures Generalize, Give
 Estimate future consequences Examples, Interpret,
Paraphrase, Predict,
Reorder, Rewrite,
Summarize
Application Apply information (use information to Apply, Arrange,
(Level 3) solve problems). Complete, Compute,
 Apply concepts and principles to new Demonstrate, Develop,
situations Dramatize, Employ,
 Solve mathematical problems Exhibit, Modify, Operate,
 Construct charts and graphs Practice, Predict, Produce,
 Demonstrate correct usage of a method Relate, Show, Solve, Use
Analysis Break information down into parts. Break down, Categorize,
(Level 4)  Recognize the logical fallacies in Classify, Deduce, Detect,
reasoning Diagram, Dissect,
 Evaluate the relevancy of data Differentiate, Discover,
Distinguish, Estimate,
Examine, Illustrate, Infer,
Order, Outline, Prioritize,
Relate, Restructure,
Separate, Subdivide,
Survey
Synthesis Creatively or divergently apply prior Adapt, Anticipate,
(Level 5) knowledge and skills to produce a new or Categorize, Combine,
original whole. Compose, Construct,
 Write a well-organized theme Create, Derive, Design,
 Propose a plan for an experiment Explain, Formulate,
 Formulate a new scheme for classifying Generalize, Model,
objects Modify, Organize, Plan,
Produce, Rearrange,
Revise, Write
Evaluation Make judgments against set criteria or Appraise, Argue,
(Level 6 standards. Compare, Conclude,
 Judge the value of the work Consider, Contrast,
Criticize, Critique, Defend,
Discriminate, Explain,
Grade, Invent, Judge,
Justify, Rank, Relate,
Support, Validate
Affective Domain (Krathwohl)

Level Description Foundational Verbs

Receiving Being aware of or sensitive to the existence Accept, Choose,
(Level 1) of certain ideas, material, or phenomena Differentiate, Follow,
and being willing to tolerate them. List (for), Respond to,
Show interest
Responding Committed in some small measure to the Acclaim, Answer,
(Level 2) ideas, materials, or phenomena involved by Commend, Comply,
actively responding to them comply with, Follow,
Spend leisure time in,
Volunteer
Valuing Willing to be perceived by others as valuing Associate with, assume
(Level 3) certain ideas, materials, or phenomena. responsibility, believe
in, Debate, increase
measured proficiency
in, Participate,
Relinquish, Subsidize,
Support
Organization Relates the value to those already held and Adhere to, Balance,
(Level 4) brings it into a harmonious and internally Classify, Defend,
consistent philosophy Discuss, Examine,
Formulate, identify
with, Theorize
Characterization by Acts consistently in accordance with the Avoid, change
Value or Value Set values he or she has internalized. behavior, develop life
(Level 5) philosophy, Influence,
Manage, Rate high in
the value, Require,
Resist, Resolve, Revise
Psychomotor Domain (Anita Harrow and Simpson)

Level Description Foundational Verbs

Perception The process of becoming aware of objects, Associate, Compare,
(Level 1) qualities, etc. by way of senses. Basic in Feel, Hear, Identify,
situation-interpretation-action chain leading to Inspect, Listen,
motor activity. May include sensory Notice, Recognize,
stimulation, cue selection, translation Scan, Select, Smell,
Taste
Set Readiness for a particular kind of action or Adjust, Arrange,
(Level 2) experience. This readiness or preparatory Comprehend,
adjustment may be mental, physical or Identify, Locate,
emotional. Organize, Recognize,
Respond, Select
Guided Response Overt behavioral act of an individual under Adapt, Correct,
(Level 3) guidance of an instructor, or following model Imitate, Match,
or set criteria. May include imitation of another Practice, Repeat,
person, or trial and error until appropriate Reproduce, Simulate
response obtained
Mechanism Occurs when a learned response has become Assemble, Fasten,
(Level 4) habitual. At this level the learner has achieved Manipulate, Mix,
certain confidence and proficiency or Mold, Set-up, Shape
performance. The act becomes part of his/her
repertoire of possible responses to stimulus
and demands of situations.
Complex Overt Response Performance of a motor act Adjust, Combine,
(Level 5) that is considered complex because of Coordinate,
movement pattern required. May include Integrate,
resolution of uncertainty, i.e., done without Manipulate, Regulate
hesitation; and automatic performance, finely
coordinated with great ease and muscle
control.
Adaptation Altering motor activities to meet demands of Adapt, Adjust, Alter,
(Level 6) problematic situations. Convert, Correct,
Integrate, Order,
Standardize