Table 1 Examples of General Instructional Objectives and Behavioral Terms for the Cognitive

Domain (Bloom's Taxonomy)

Classification Examples for Instructional Examples of Behavioral Terms for

Objectives Stating Specific Learning Outcomes
Knowledge Knows common terms Defines, describes, identifies, labels, lists,
Knows specific facts matches, names, outlines, reproduces,
Knows methods and procedures selects, states
Knows basic concepts
Knows principles
Comprehension Understands facts and principles Converts, defends, distinguishes,
Interprets verbal material estimates, explains, extends, generalizes,
Interprets charts and graphs gives examples, infers, paraphrases,
Estimates future consequences implied predicts, rewrites, summarizes
in data
Justifies methods and procedures
Application Applies concepts and principles to new Changes, computes, demonstrates,
situations discovers, manipulates, modifies,
Applies law and theories to practical operates, predicts, prepares, produces,
situations relates,shows, solves, uses
Solves mathematical problems
Constructs charts and graphs
Demonstrates correct usage of a
method or procedure
Analysis Recognizes unstated assumptions Breaks down, diagrams, differentiates,
Recognizes logical fallacies in discriminates, distinguishes, identifies,
reasoning
Distinguishes between facts and illustrates, infers, outlines, points out,
interferences relates, selects, separates, subdivides
Evaluates the relevance of data
Analyzes the organizational structure of
a work (art, music, writing)
Synthesis Writes a well-organized theme Categorizes, combines, compiles,
Gives a well-organized speech composes, creates, devises,
explains, generates, modifies,designs,
Writes a creative short story, poem, or organizes, plans, rearranges,
music reconstructs, relates,
Proposes a plan for an experiment summarizes, tells, writes
Integrates learning from different areas
into a plan for solving a problem
Formulates a new scheme for
classifying objects, events, or ideas
Evaluation Judges the logical consistency of Appraises, compares, concludes,
written material contrasts, critizes, describes,
Judges the adequacy with which discriminates, explains, justifies,
conclusions are supported by data interprets, relates, summarizes,
supports
Judges the value of a work (art, music,
writing) by use of internal criteria
Judges the value of a work (art, music,
writing) by use of external standards of
excellence
Table 2 Examples of General Instructional Objectives and Behavioral Terms for the Affective
Domain (Krathwohl's Taxonomy)

Classification Examples of General Instructional Examples of Behavioral Terms for

Objectives Stating Specific Learning Outcomes
Receiving Listen attentively Asks, chooses, describes, follows,
Shows awareness of the importance of holds, identifies, locates, names,
learning
Shows sensitivity to human needs and points to, selects, sits erect, replies,
social
Acceptproblems
differences of race and culture uses, gives
Pays close attention to the classroom
Responding activities
Completes assigned homework Answers, assists, complies,
Obeys school rules discusses, greets, helps, labels,
Participates in class discussions practices, presents, reads, recites,
Completes laboratory work selects, tells, writes, reports, performs
Volunteers for special tasks conforms
Shows interest in subject
Enjoys helping others
Valuing Demonstrates belief in the democratic Completes, describes, differentiates,
process explains, follows, forms, initiatives,
Appreciates good literature, art or invites, joins, justifies, proposes, reads,
music
Appreciates the role of science (or reports, selects, shares, studies, works
other subjects) in everyday life
Shows concern for the walfare of
others
Demonstrates problem-solving atitude
Demonstrates commitment to social
improvement
Organization Recognizes the need for balance Adheres, alters, arranges, combines,
between freedom and responsibility in compares, completes, defends,
a democracy explains,
Recognizes the role of systematic generalizes, identifies, integrates,
planning in solving problems modifies, orders, organizes, prepares,
Accepts responsibility for his or her relates, synthesizes
own behavior
Understands and accepts his or her
own strengths and limitations
Formulates a life plan in harmony with
his or her abilities, interest, and beliefs
Characterization Displays safety-conciousness Acts, decriminates, displays,
Demontrates self-reliance in working influances,
listens, modifies, performs, practices,
independently proposes, qualifies, questions, revises,
Practices cooperation in group serves, solves, uses, verifies
activities
Uses objective approach in problem
solving
Demonstrates industry, punctuality, and
self discipline
Maintains good health habits
Table 3 Examples of General Instructional Objectives and Behavioral Terms for the
Psychomotor Domain (Simpson's Taxonomy)

Classification Examples of General Instructional Examples of Behavioral Terms for

Objectives Stating Specific Learning Outcomes
Perception Recognizes a given set of actions Allerts to, attends to, listens, looks at,
Watches a series of motions notices, observes, views, watches
Applies sound, motion and visual
stimuli to a given set of actions
Set Positions self for action distinguishes, identifies,
Adjusts, arranges, lists,describes,
chooses, names,
offers, opts for, orders, positions,
Recognizes a given procedures as
prepares, recites, selects, stands,
preliminary to action
states, volunteers
Modifies current situation to adapt to
oncoming performance
Guided Response Imitates performance of skilled Acts, demonstrates, displays, exhibits,
instructor
Assumes roles of situations illustrates, imitates, performs, role-plays,
Acts out preplanned actions shows, simulates
Demonstrates procedures and
Mechanism methods
Performs tasks up to or exceeding Brakes, focuses, fries, jumps, mixes,
established standards paints, passes, runs, sends, sews,
turns on, types
Complex Response Applies mechanized skills to new Acts, constructs, cooks, dances, drives,
situations
Combines mechanized skills to perform operates, plays, sculpts, tailors
complex operations
Creates new skills by drawing upon
mechanized skills to solve problems
illustrates, imitates, performs, role-plays,