1The ABCDs of Writing Instructional Objectives
The ABCD method of writing objectives is an excellent way to structure instructional objectives. In thismethod, "A" is for audience, "B" is for behavior, "C" for conditions and "D" is for degree of mastery needed.
Example: -"Given a sentence written in the past or present tense, the student will be able to re-write thesentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.)."The key here is to use verbs that indicate a clearly observable and measurable action. Appropriate action verbs
for the cognitive, affective, and psychomotor domains are listed below.

Bloom's Taxonomy of the Cognitive Domain
Bloom's taxonomy of cognitive learning, originated by Benjamin Bloom and collaborators in the 1950's,
describes several categories of cognitive learning.
ORIGINAL BLOOM COGNITIVE TAXONOMY
Category
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Description
Ability to recall previously learned material.
Ability to grasp meaning, explain, restate ideas.
Ability to use learned material in new situations.
Ability to separate material into component parts and show relationships
between parts.
Ability to put together the separate ideas to form new whole, establish
new relationships.
Ability to judge the worth of material against stated criteria.

This taxonomy was revised in 2001 by Anderson and Krathwohl to change the category names from nouns toverbs, and to switch the Evaluation and Synthesis levels in the hierarchy.
REVISED ANDERSON AND KRATHWOHL COGNITIVE TAXONOMY
Category
Remember
Understand
ApplyAnalyze
Evaluate
CreateDescription
Ability to recall previously learned material.
Ability to grasp meaning, explain, restate ideas.
Ability to use learned material in new situations.
Ability to separate material into component parts and show relationships
between parts.
Ability to judge the worth of material against stated criteria.
Ability to put together the separate ideas to form new whole, establish
new relationships.

Many people also call the analysis, synthesis/create, and evaluation categories “problem solving.”

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ACTION VERBS APPROPRIATE FOR EACH LEVEL OF BLOOM’S/ANDERSON& KRATHWOHL’S TAXONOMY(Cognitive Domain)
RememberDefineIdentify
List
Name
RecallRecognize
RecordRelateRepeatUnderline

Understand

Apply

Analyze

ChooseCite examplesofDemonstrateuse ofDescribe
Determine
Differentiate
betweenDiscriminate
Discuss
Explain
Express
Give in own
words
Identify
Interpret
LocatePick
ReportRestateReview
Recognize
SelectTell
Translate
RespondPractice
Simulates

Apply
Demonstrate
Dramatize
EmployGeneralize
Illustrate
Interpret
OperateOperationalize
Practice
RelateSchedule
Shop
Use
Utilize
Initiate

Analyze
AppraiseCalculateCategorize
CompareConcludeContrast
Correlate
Criticize
DeduceDebateDetectDetermine
Develop
Diagram
Differentiate
DistinguishDraw
conclusions
Estimate
Evaluate
ExamineExperiment
Identify
Infer
Inspect
Inventory
Predict
Question
RelateSolve
Test
Diagnose

Evaluate
Appraise
AssessChooseCompareCritique
Estimate
Evaluate
Judge
MeasureRate
ReviseScore
SelectValidate
Value
Test

CreateArrange
AssembleCollect
ComposeConstruct
CreateDesignDevelop
FormulateManageModifyOrganize
Plan
PrepareProduce
ProposePredict
Reconstruct
Set-upSynthesize
Systematize
DeviseReferences
Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomyof Educational Objectives. New York: Longman.
Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by acommittee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.

3Krathwohl and Bloom’s Taxonomy of the Affective Domain
Krathwohl and Bloom's 1964 taxonomy of the affective domain describes several categories of affectivelearning.
AFFECTIVE TAXONOMY
Level
Receiving

Definition
Being aware of or attending to something in theenvironment.
Showing some new behaviors as a result ofexperience.

Responding

Valuing
Organization

Characterization byValue

ExampleIndividual reads a book passage about civil rights.
Individual answers questions about the book, reads
another book by the same author, another book about
civil rights, etc.
The individual demonstrates this by voluntarily
attending a lecture on civil rights.
The individual arranges a civil rights rally.

Showing some definite involvement orcommitment.
Integrating a new value into one's general set ofvalues, giving it some ranking among one's generalpriorities.
Acting consistently with the new value.
The individual is firmly committed to the value,
perhaps becoming a civil rights leader.

ACTION VERBS APPROPRIATE FOR EACH LEVEL OF
KRATHWOHL & BLOOM’S TAXONOMY(Affective Domain)
Receiving
AcceptAttendDevelop
Recognize

Responding
Complete
ComplyCooperate
Discuss
ExamineObey
Respond

Valuing
AcceptDefendDevotePursueSeek

Organization
CodifyDiscriminate
Display
Order
Organize
Systematize
WeighCharacterization
by ValueInternalize
VerifyReferences
Krathwohl, D.R., Bloom, B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York,NY. David McKay Company, Inc.

4Psychomotor Domain
The following is a synthesis of the taxonomies of Simpson (1972), Dave (1970), and Harrow (1972).
PSYCHOMOTOR TAXONOMY
Level
Observing

Definition
Active mental attending of a physical event.

ImitatingAttempted copying of a physical behavior.

Practicing

Trying a specific physical activity over and over.

Adapting

Fine tuning. Making minor adjustments in thephysical activity in order to perfect it.

ExampleThe learner watches a more experienced person. Other
mental activity, such as reading may be a pert of theobservation process.
The first steps in learning a skill. The learner isobserved and given direction and feedback on
performance. Movement is not automatic or smooth.
The skill is repeated over and over. The entire sequenceis performed repeatedly. Movement is moving towards
becoming automatic and smooth.
The skill is perfected. A mentor or a coach is often
needed to provide an outside perspective on how to
improve or adjust as needed for the situation.

ACTION VERBS APPROPRIATE FOR
THE PSYCHOMOTOR TAXONOMY
BendCalibrates
Constructs
Differentiate (by touch)
Dismantles
Displays
Fastens
Fixes
Grasp

GrindsHandleHeats
Manipulates
Measures
Mends
Mixes
OperateOrganizes
Perform (skillfully)
Reach
Relax
Shorten
SketchesStretchWrite

References
Dave, R.H., in R. J. Armstrong et al., Developing and Writing Behavioral Objectives (Tucson, AZ: Educational Innovators Press,
1970).
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain. Vol. 3.
Washington, DC: Gryphon House.

Brett BixlerAttribution-NonCommercial-ShareAlikeCC BY-NC-SA