Overview

Sheet 1: Action verbs

Bloom	Knowledge	Comprehension	Application	Analysis	Synthesis	Evaluation		Affective domain	Pyschomotor domain
New Bloom	Remember	Understand	Apply	Analyze		Evaluate	Create	Affective domain	Pyschomotor domain
	define	cite	act	arrange	adapt	appraise	build	accept	assemble
	describe	classify	administer	break down	anticipate	assess	compose	appreciate	bend
	enumerate	convert	Apply	classify	categorize	compare/contrast	construct	attempt	build
	examine	discuss	articulate	correlate	collaborate	conclude	Create	challenge	catch
	identify	estimate	assess	diagram	combine	convince	design	debate	construct
	label	explain	build	differentiate	communicate	criticize	generate	defend	dance
	list	generalize	calculate	discriminate	compare	critique	hypothesize	deny	dismantle
	match	give example	chart	distinguish	compile	decide	invent	dispute	grasp
	name	interpret	choose	divide	compose	defend	paint	join	grind
	quote	paraphrase	collect	focus	contrast	interpret	plan	judge	handle
	read	summarize	compute	illustrate	create	judge	sketch	praise	juggle
	read		construct	infer	design	justify	write	protest	lift
	record		contribute	limit	devise	measure		question	move
	reproduce		control	order	express	recommend		respect	operate
	select		determine	outline	facilitate	reframe		share	perform
	state		develop	prioritize	formulate	support		support	reach
	tabulate		discover	recognize	formulate	test		value	relax
	tell		discover	separate	generate				run
	view		dramatize	subdivide	incorporate				shorten
			establish		individualize				speak
			experiment		initiate				stretch
			extend		integrate				swim
			implement		intervene				throw
			inform		model				walk
			instruct		modify				wrestle
			operationalize		negotiate
			paint		plan
			participate		progress
			predict		rearrange
			prepare		reconstruct
			preserve		reinforce
			produce		reorganize
			project		revise
			provide		structure
			relate		substitute
			report		validate
			show
			sketch
			solve
			teach
			transfer
			use
			utilize

Sheet 2: notes

Verb	note
introduce	Depending on context, such as "Introduce rock types," the verb might be a teacher intention and not something the student does, knows, or values.
discuss	Discussion is a process, not an outcome. Be careful not to cite processes as outcomes.
understand	Understanding is not measurable.
recognize	Recognition is not usually measurable. Exceptions might be in a court of law where an attorney might ask a witness, "Do you recognize the person who you saw with the axe that night in this courtroom?"