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The Follow-Up
Report
Bloom’s Taxonomy
and Action Verbs
(A Guides and Handbooks Report)
Bloom’s Taxonomy and Action Verbs
(© Todd V. Titterud, The Follow‐Up Report, Revised 06‐11‐2007)
For half a century educators have been instructed to utilize action verbs associated with Bloom’s
taxonomy when writing goals, objectives, and learning outcomes (see Bloom, B.S., 1956, Taxonomy
of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain). In
those fifty years there have been hundreds of variations on the original taxonomy with associated
action verbs.
1 Action Verbs Table
The table below is an amalgam of several different versions. The first row is the six levels of cognitive
development with lower level skills to the left and higher order cognitive skills to the right. The
second row is the standard brief description of each skill level and the third row is a variety of action
verbs for that level collected from multiple sources. Half a century of practice and discourse has
added divergence to the original consensus of Bloom’s committee of colleagues. When different
sources listed a verb in different columns, the following table lists the verb in each location.
Knowledge Comprehension Application Analysis Synthesis Evaluation
Breaking down Making
Applying Rearranging
Remembering objects or ideas judgments based
Grasping the knowledge to component
Previously into simpler parts on
meaning of actual ideas into a
learned and seeing how Internal
information situations new whole
information the parts relate evidence or
and are organized external criteria
Acquire Arrange Add Analyze Alter Appraise
Attend Associate Apply Appraise Arrange Argue
Choose Categorize Build Arrange Assemble Assess
Collect Change Calculate Breakdown Calculate Attach
Complete Chart Change Calculate Categorize Choose
Copy Circle Choose Categorize Change Compare
Count Cite Classify Classify Classify Conclude
Define Classify Collect Combine Collect Contrast
Delineate Compare Complete Compare Combine Criticize
Describe Compile Compute Conclude Compile Critique
Detect Compute Conduct Construct Comply Decide
Differentiate Conclude Construct Contrast Compose Defend
2 Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual skills. This includes the
recall or recognition of specific facts, procedural patterns, and concepts that serve in the
development of intellectual abilities and skills. Researchers generally agree on the six levels of
cognitive complexity: knowledge, comprehension, application, analysis, synthesis, evaluation. The
presumption is that each higher level requires more complex mental operations than the preceding
one. Thus, the levels consist of progressive degrees of difficulty with each higher level requiring prior
mastery of the preceding lower level. All levels are viewed as equally valuable, in that the higher
level skills considered most needed in daily life are unattainable without the ability to use the lower
level skills.
Cognitive Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Bloom B. S. (1956). Taxonomy of Educational
Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.)
Orders or Hierarchy of Learning
Knowledge Comprehension Application Analysis Synthesis Evaluation
Descriptions
Remembering Grasping the meaning Applying Breaking down Rearranging Making
Previously of information; knowledge to objects or ideas component judgments based
learned Understand the actual into simpler parts ideas into a on
information; meaning, translation, situations; Use a and seeing how the new whole; Internal
Recall data or interpolation, and concept in a parts relate and are Builds a evidence or
information interpretation of new situation or organized; structure or external criteria;
instructions and unprompted use Separates material pattern from Make judgments
problems; State a of an or concepts into diverse about the value
problem in one's own abstraction; component parts so elements; Put of ideas or
words Applies what that its parts together materials
was learned in organizational to form a
the classroom structure may be whole, with
into novel understood; emphasis on
situations in the Distinguishes creating a new
work place between facts and meaning or
inferences structure
Examples
Recite a policy; Rewrites the principles Use a manual to Troubleshoot a Write a Select the most
Quote prices of test writing; Explain calculate an piece of equipment company effective
from memory to in one’s own words the employee’s by using logical operations or solution. Hire
a customer; steps for performing a vacation time; deduction; process the most
Knows the safety complex task; Apply laws of Recognize logical manual; qualified
rules Translates an equation statistics to fallacies in Design a candidate;
into a computer evaluate the reasoning; Gathers machine to Explain and
spreadsheet reliability of a information from a perform a justify a new
written test department and specific task; budget
selects the required Integrates
tasks for training training from
several
sources to
solve a
problem;
Revises and
process to
improve the
outcome
Cognitive Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Bloom B. S. (1956). Taxonomy of Educational
Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.)
Sample Action Verbs or Key Words
defines, comprehends, applies, analyzes, breaks categorizes, appraises,
describes, converts, defends, changes, down, compares, combines, compares,
identifies, distinguishes, computes, contrasts, diagrams compiles, concludes,
knows, labels, estimates, explains, constructs, , deconstructs, composes, contrasts,
lists, matches, extends, generalizes, demonstrates, differentiates, creates, criticizes,
names, outlines, gives examples, infers, discovers, discriminates, devises, critiques,
recalls, interprets, manipulates, distinguishes, designs, defends,
recognizes, paraphrases, predicts, modifies, identifies, explains, describes,
reproduces, rewrites, summarizes, operates, illustrates, infers, generates, discriminates,
selects, states translates predicts, outlines, relates, modifies, evaluates,
prepares, selects, separates organizes, explains,
produces, plans, interprets,
relates, shows, rearranges, justifies, relates,
solves, uses reconstructs, summarizes,
relates, supports
reorganizes,
revises,
rewrites,
summarizes,
tells, writes
Cognitive Domain
Source: Cabrillo College http://www.cabrillo.edu/services/instruction/documents/SLOs.pdf
(adapted from the work of Janet Fulks and Kate Pluta from Bakersfield College)
Orders or Hierarchy of Learning
Knowledge Comprehension Application Analysis Synthesis Evaluation
Descriptions
Student Student grasps the Student uses Student Student Student judges
remembers or meaning behind the information to discriminates, creatively or evaluates
recognizes information and relate and apply organizes, and applies information
information or interprets, translates, it to a new scrutinizes knowledge based upon
specifics as or comprehends the situation with assumptions in an and analysis to standards and
communicated information minimal attempt to identify integrate criteria, values
with little instructor input evidence for a concepts or and opinions
personal conclusion construct an
assimilation overall theory
Sample Action Verbs or Key Words
Cite, Label, List, Convert, Define, Apply, Chart, Analyze, Compare, Assemble, Access, Appraise,
Enumerate, Describe, Discuss, Compute, Contrast, Correlate, Create, Conclude,
Identify, Imitate, Estimate, Explain, Demonstrate, Diagram, Dissect, Construct, Critique, Decide,
Match, Name, Generalize, Identify, Determine, Differentiate, Design, Defend,
Quote, Recall, Illustrate, Locate, Dramatize, Distinguish, Infer, Develop, Diagnose,
Reproduce, Paraphrase, Restate, Establish, Make, Investigate, Limit, Formulate, Evaluate, Judge,
State, Write Summarize Manipulate, Outline, Separate Generate, Justify, Rank,
Cognitive Domain
Source: Cabrillo College http://www.cabrillo.edu/services/instruction/documents/SLOs.pdf
(adapted from the work of Janet Fulks and Kate Pluta from Bakersfield College)
Prepare, Hypothesize, Recommend,
Project, Solve, Initiate, Support
Use Invent,
Modify,
Reframe,
Synthesize
Cognitive Domain
Source: University of Washington http://courses.washington.edu/pharm439/Bloomstax.doc
(Borich, G.D. (1996). Effective teaching methods, 3rd Ed. Englewood cliffs, NJ: Merrill)
Orders or Hierarchy of Learning
Knowledge Comprehension Application Analysis Synthesis Evaluation
Descriptions
Remember or Some degree of Use previously Identification of Requires Requires the
recall understanding is acquired logical errors (e.g., production of formation of
information such required in order to information in a point out something judgments and
as facts, change the form of setting other contradictions, unique or decisions about
terminology, communication, than the one in erroneous original; At the value of
problem‐solving translate, restate what which it was inference) or this level, one methods, ideas,
strategies, rules has been read or heard, learned; differentiate among is expected to people, and
see connections or Because facts, opinions, solve products; Must
relationships among problems at this assumptions, unfamiliar be able to state
parts of a level are hypotheses, problems in the bases for
communication presented in a conclusions; One is unique way, or judgments (e.g.,
(interpretation), draw different and expected to draw combine parts external criteria
conclusions, see applied way, relations among to form a or principles
consequences from one cannot rely ideas and to unique or used to reach
information (inference) on content or compare and novel solution conclusions.)
context to solve contrast
the problem
Sample Question
Define Explain pharmaceutical Organize your Deduce a client’s Integrate data Evaluate the
pharmaceutical care. observations at beliefs regarding from several quality or worth
care. a site to preventive health sources (e.g., of a value as
demonstrate a actions. various applied to
particular value. readings and pharmacy.
observations
at the service
site).
Sample Action Verbs or Key Words
Define, Name Convert, Extend, Change, Break down, Infer, Categorize, Appraise, Judge,
Describe, Defend , Generalize, Organize, Deduce, Outline, Devise, Compare, Justify,
Outline, Identify, Discriminate, Infer, Compute, Diagram, Point out, Compile, Contrast,
Recall, Label, Distinguish, Prepare, Differentiate, Formulate, Support,
Recite, List, Paraphrase, Estimate, Demonstrate, Relate, Distinguish, Compose, Criticize,
Cognitive Domain
Source: University of Washington http://courses.washington.edu/pharm439/Bloomstax.doc
(Borich, G.D. (1996). Effective teaching methods, 3rd Ed. Englewood cliffs, NJ: Merrill)
Select, Match, Predict, Explain, Relate, Develop, Separate out, Predict, Validate, Defend
State Summarize Solve, Modify, Illustrate, Subdivide Create,
Transfer, Produce,
Operate, Use Design
3 Affective Domain
This domain includes the manner in which we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes. With movement to more complexity, one
becomes more involved, committed, and self‐reliant. Note the parallel between external and internal
motivation: external motivations are classified as simpler or lower level behaviors while internal
motivations are classified as more complex higher order behaviors. The following three tables
illustrate approaches to affective domain.
Affective Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Krathwohl, D. R., Bloom, B. S., & Bertram, B.
M. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain.
New York: David McKay Co., Inc.)
Orders or Hierarchy of Learning
Internalizing
Receiving Responding to
Valuing Organization values
Phenomena Phenomena
(Characterization)
Descriptions
Awareness, Active participation The worth or value a Organizes values into Has a value system
willingness to hear, on the part of the person attaches to a priorities by that controls their
selected attention learners; Attends and particular object, contrasting different behavior; The
reacts to a particular phenomenon, or values, resolving behavior is pervasive,
phenomenon; behavior; This ranges conflicts between consistent,
Learning outcomes from simple them, and creating a predictable, and most
may emphasize acceptance to the unique value system; importantly,
compliance in more complex state The emphasis is on characteristic of the
responding, of commitment; comparing, relating, learner; Instructional
Affective Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Krathwohl, D. R., Bloom, B. S., & Bertram, B.
M. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain.
New York: David McKay Co., Inc.)
willingness to Valuing is based on and synthesizing objectives are
respond, or the internalization of values concerned with the
satisfaction in a set of specified student's general
responding values, while clues to patterns of
(motivation) these values are adjustment (personal,
expressed in the social, emotional)
learner’s overt
behavior and are
often identifiable
Examples
Listen to others with Participates in class Demonstrates belief Recognizes the need Shows self‐reliance
respect; Listen for discussions; Gives a in the democratic for balance between when working
and remember the presentation; process; Is sensitive freedom and independently;
name of newly Questions new ideals, towards individual responsible behavior; Cooperates in group
introduced people concepts, models, and cultural Accepts responsibility activities (displays
etc. in order to fully differences (value for one’s behavior; teamwork); Uses an
understand them; diversity); Shows the Explains the role of objective approach in
Know the safety rules ability to solve systematic planning problem solving;
and practices them problems; Proposes a in solving problems; Displays a
plan to social Accepts professional professional
improvement and ethical standards; commitment to
follows through with Creates a life plan in ethical practice on a
commitment; Informs harmony with daily basis; Revises
management on abilities, interests, judgments and
matters that one and beliefs; Prioritizes changes behavior in
feels strongly about time effectively to light of new evidence;
meet the needs of Values people for
the organization, what they are, not
family, and self how they look
Sample Action Verbs or Key Words
asks, chooses, answers, assists, aids, completes, adheres, alters, acts, discriminates,
describes, follows, complies, conforms, demonstrates, arranges, combines, displays, influences,
gives, holds, discusses, greets, differentiates, compares, completes, listens, modifies,
identifies, locates, helps, labels, explains, follows, defends, explains, performs, practices,
names, points to, performs, practices, forms, initiates, formulates, proposes, qualifies,
selects, sits, erects, presents, reads, invites, joins, justifies, generalizes, questions, revises,
replies, uses recites, reports, proposes, reads, identifies, integrates, serves, solves, verifies
selects, tells, writes reports, selects, modifies, orders,
shares, studies, works organizes, prepares,
relates, synthesizes
Affective Domain
Source: University of Washington http://courses.washington.edu/pharm439/Bloomstax.doc
Orders or Hierarchy of Learning
Affective Domain
Source: University of Washington http://courses.washington.edu/pharm439/Bloomstax.doc
Receiving Responding Valuing Organization Characterization
Descriptions
One is expect to be One is required to Display behavior Commitment to a set All behavior displayed is
aware of or to comply with given consistent with a of values; This level consistent with one’s
passively attend to expectations by single belief or involves 1) forming a value system; Values are
certain stimuli or attending or attitude in situations reason why one integrated into a
phenomena; Simply reacting to certain where one is neither values certain things pervasive philosophy that
listening and being stimuli; One is forced nor asked to and not others, and never allows expressions
attentive are the expected to obey, comply; One is 2) making that are out of character
expectations participate, or expected to appropriate choices with those values;
respond willingly demonstrate a between things that Evaluation at this level
when asked or preference or display are and are not involves the extent to
directed to do a high degree of valued; One is which one has developed
something certainty and expected to organize a consistent philosophy
conviction likes and preferences of life (e.g., exhibits
into a value system respect for the worth and
and then to decide dignity of human beings
which ones will be in all situations)
dominant
Sample Action Verbs or Key Words
Attend, Listen, Be Applaud, Act, Express, Argue, Abstract, Formulate, Avoid, Display, Exhibit,
aware, Look, Control, Participate, Help, Balance, Select, Internalize, Manage,
Notice, Discern, Comply, Play, Convince, Organize, Compare, Systemize, Require, Resist, Resolve,
Share, Hear Discuss, Practice, Debate, Prefer, Decide, Theorize, Revise
Follow, Volunteer, Display Define
Obey
Affective Domain
Source: Cabrillo College http://www.cabrillo.edu/services/instruction/documents/SLOs.pdf
(adapted from the work of Janet Fulks and Kate Pluta from Bakersfield College)
Orders or Hierarchy of Learning
Receiving Responding Valuing Organizing Characterizing
Descriptions
Students become Students exhibit a Students recognize Students determine a Students integrate
aware of an attitude, reaction or change as value and display this new value or consistent behavior
behavior, or value a result of exposure through involvement behavior as as a naturalized value
to an attitude, or commitment important or a in spite of discomfort
behavior, or value priority or cost; The value is
recognized as a part
of the person’s
character
Sample Action Verbs or Key Words
Accept, Attend, Behave, Comply, Accept, Adapt, Adapt, Adjust, Alter, Authenticate,
Describe, Explain, Cooperate, Discuss, Balance, Choose, Change, Customize, Characterize, Defend,
Locate, Observe, Examine, Follow, Differentiate, Defend, Develop, Improve, Display, Embody,
Affective Domain
Source: Cabrillo College http://www.cabrillo.edu/services/instruction/documents/SLOs.pdf
(adapted from the work of Janet Fulks and Kate Pluta from Bakersfield College)
Realize, Receive, Model, Present, Influence, Prefer, Manipulate, Modify, Habituate,
Recognize Respond, Show, Recognize, Seek, Practice, Revise Internalize, Produce,
Studies Value Represent, Validate,
Verify
4 Psychomotor Domain
Psychomotor behaviors are performed actions that are neuromuscular in nature and demand certain
levels of physical dexterity, such as physical movement, coordination, and the use of motor‐skill
areas. Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. The psychomotor domain is important for the
physical, performance, studio, and applied arts and sciences but Bloom and his colleagues claimed a
lack of experience with this domain at the college level. Therefore, they failed to develop a unified
hierarchy of developmental levels for the psychomotor domain. Subsequently, other researchers
have proposed various alternatives and the following five tables illustrate the different current
interpretations of the psychomotor domain hierarchy.
Psychomotor Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Simpson E. J. (1972). The Classification of
Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House)
Orders or Hierarchy of Learning
Complex
Guided
Perception Set Mechanism Overt Adaptation Origination
Response
Response
Descriptions
The ability to Readiness to The early This is the The skillful Skills are well Creating new
use sensory act; It stages in intermediate performance of developed and movement
cues to guide includes learning a stage in learning motor acts that the individual patterns to fit a
motor activity; mental, complex skill a complex skill; involve complex can modify particular
This ranges physical, that includes Learned movement movement situation or
from sensory and imitation and responses have patterns; patterns to fit specific problem;
stimulation, emotional trial and error; become habitual Proficiency is special Learning
Psychomotor Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Simpson E. J. (1972). The Classification of
Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House)
through cue sets; These Adequacy of and the indicated by a requirements outcomes
selection, to three sets performance movements can quick, accurate, emphasize
translation are is achieved by be performed and highly creativity based
dispositions practicing with some coordinated upon highly
that confidence and performance, developed skills
predetermin proficiency requiring a
e a person’s minimum of
response to energy; This
different category
situations includes
(sometimes performing
called without
mindsets) 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
Detects non‐ Knows and Performs a Use a personal Maneuvers a car Responds Constructs a new
verbal acts upon a mathematical computer; into a tight effectively to theory; Develops
communicatio sequence of equation as Repair a leaking parallel parking unexpected a new and
n cues; steps in a demonstrated; faucet; Drive a spot; Operates a experiences; comprehensive
Estimate manufacturi Follows car computer Modifies training
where a ball ng process; instructions to quickly and instruction to programming;
will land after Recognize build a model; accurately; meet the Creates a new
it is thrown one’s Responds Displays needs of the gymnastic
and then abilities and hand‐signals competence learners; routine
moving to the limitations; of instructor while playing the Perform a task
correct Shows while learning piano with a
location to desire to to operate a machine that
catch the ball; learn a new forklift it was not
Adjusts heat of process originally
stove to (motivation) intended to do
correct . NOTE: This (machine is
temperature subdivision not damaged
by smell and of and there is no
taste of food; Psychomoto danger in
Psychomotor Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Simpson E. J. (1972). The Classification of
Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House)
Adjusts the r is closely performing
height of the related with the new task)
forks on a the
forklift by "Responding
comparing to
where the phenomena
forks are in " subdivision
relation to the of the
pallet Affective
domain
Sample Action Verbs or Key Words
chooses, begins, copies, traces, assembles, assembles, adapts, alters, arranges, builds,
describes, displays, follows, react, calibrates, builds, changes, combines,
detects, explains, reproduce, constructs, calibrates, rearranges, composes,
differentiates, moves, responds dismantles, constructs, reorganizes, constructs,
distinguishes, proceeds, displays, fastens, dismantles, revises, varies creates, designs,
identifies, reacts, fixes, grinds, displays, fastens, initiate, makes,
isolates, shows, heats, fixes, grinds, originates
relates, selects states, manipulates, heats,
volunteers measures, manipulates,
mends, mixes, measures,
organizes, mends, mixes,
sketches organizes,
sketches
NOTE: The Key
Words are the
same as
Mechanism, but
will have
adverbs or
adjectives that
indicate that the
performance is
quicker, better,
more accurate,
etc
Psychomotor Domain
Source: Cabrillo College http://www.cabrillo.edu/services/instruction/documents/SLOs.pdf
(adapted from the work of Janet Fulks and Kate Pluta from Bakersfield College)
Orders or Hierarchy of Learning
Recognize
Observe Model Correct Apply Coach
Standards
Psychomotor Domain
Source: Cabrillo College http://www.cabrillo.edu/services/instruction/documents/SLOs.pdf
(adapted from the work of Janet Fulks and Kate Pluta from Bakersfield College)
Descriptions
Students Students are able to Students Students use Students apply Students are able
translate replicate a recognize standards to this skill to real to instruct or train
sensory input fundamental skill or standards or evaluate their own life situations others to perform
into physical task criteria performances and this skill in other
tasks or important to make corrections Situations
activities perform a skill
or task
correctly
Sample Action Verbs or Key Words
Hear, Identify, Attempt, Copy, Check, Detect, Adapt, Adjust, Build, Demonstrate,
Observe, See, Follow, Imitate, Discriminate, Alter, Change, Compose, Exhibit, Illustrate,
Smell, Taste, Mimic, Model, Differentiate, Correct, Construct, Instruct, Teach,
Touch, Watch, Reenact, Repeat, Distinguish, Customize, Create, Design, Train
(Usually no Reproduce, Show, Notice, Develop, Improve, Originate,
outcomes are Try Perceive, Manipulate, Produce
written at this Recognize, Modify, Practice,
level.) Select Revise
Psychomotor Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Harrow, A. (1972) A taxonomy of
psychomotor domain ‐‐ a guide for developing behavioral objectives. New York: David McKay)
Orders or Hierarchy of Learning
Involuntary Fundamental Physical Skilled No discursive
Perception
movement movements abilities movements communication
Descriptions
reaction basic movements response to stamina that must advanced effective body
stimuli be developed for learned language
further movements
development
Psychomotor Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Dave, R. H. (1975). Developing and Writing
Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press)
Orders or Hierarchy of Learning
Imitation Manipulation Precision Articulation Naturalization
Descriptions
Observing and Being able to perform Refining, becoming Coordinating a series Having high level
Psychomotor Domain
Source: Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html (Dave, R. H. (1975). Developing and Writing
Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press)
patterning behavior certain actions by more exact. Few of actions, achieving performance become
after someone else. following instructions errors are apparent harmony and internal natural, without
Performance may be and practicing consistency needing to think
of low quality much about it
Examples
Copying a work of art Creating work on Working and Producing a video Michael Jordan
one's own, after reworking something, that involves music, playing basketball,
taking lessons, or so it will be "just drama, color, sound, Babe Ruth hitting a
reading about it right." etc. baseball, Nancy Lopez
or Tiger Woods
hitting a golf ball, etc.
Psychomotor Domain
Source: University of Washington http://courses.washington.edu/pharm439/Bloomstax.doc
Orders or Hierarchy of Learning
Imitation Manipulation Precision Articulation Naturalization
Descriptions
The learner observes Performance of an action Requires Requires the display High level of
and then imitates an with written or verbal performance of of coordination of a proficiency is
action; These directions but without a some action series of related acts necessary. The
behaviors may be visual model or direct independent of by establishing the behavior is
crude and imperfect; observation; The action either written appropriate performed with the
The expectation that may be performed instructions or a sequence and least expenditure of
the individual is able crudely or without visual model; One performing the acts energy, becomes
to watch and then neuromuscular is expected to accurately, with routine, automatic,
repeat an action coordination at this reproduce an control as well as and spontaneous
stage; Notice that the action with control with speed and
action verbs are the and to reduce timing
same as those for the errors to a
imitation stage; The minimum
difference is that these
actions are performed
with the aid of written
and verbal instruction,
not visual demonstration
Sample Action Verbs or Key Words
Align, Place, Balance, Align, Place, Balance, Accurately, Confidence, Automatically,
Repeat, Follow, Rest Repeat, Follow, Rest (on), Proficiently, Smoothness, Spontaneously,
(on), Grasp, Grasp, Step (here), Hold Errorlessly, With Coordination, Speed, Effortlessly, With
Step (here), balance, Harmony, Stability, ease, Naturally, With
Hold Independently, Integration, Timing, perfection,
With control Proportion Professionally, With
poise, Routinely
Primary Sources:
Cabrillo College http://www.cabrillo.edu/services/instruction/documents/SLOs.pdf
Donald Clark, http://www.nwlink.com/~donclark/hrd/bloom.html
University of Washington http://courses.washington.edu/pharm439/Bloomstax.doc