Crafting effective learning objectives is at the heart of successful education. These objectives, which clearly define what students should know or be able to do by the end of a lesson, unit, or course, are not just a formality; they are the roadmap for both instructors and learners. A crucial element in writing strong learning objectives is the careful selection of Learning Objectives Verbs. These verbs are action words that dictate the level of cognitive engagement expected from students and ensure that objectives are measurable and aligned with desired learning outcomes. Understanding how to choose the right verbs is significantly enhanced by utilizing frameworks like Bloom’s Taxonomy, a foundational tool in education.
Decoding Bloom’s Taxonomy: A Cake-Style Guide to Cognitive Levels
Developed by Benjamin Bloom in 1956 and later revised by Lorin Anderson and David Krathwohl, Bloom’s Taxonomy provides a hierarchical framework for categorizing educational learning objectives. It organizes learning into six cognitive domains, moving from simpler to more complex levels of thinking. This structure isn’t a rigid ladder but rather a layered cake, where each level builds upon the foundation of the previous ones. Visualizing it as a cake emphasizes that higher-order thinking requires a solid base of lower-order skills.
The six levels of Bloom’s Taxonomy, with their corresponding learning objectives verbs, are:
-
Remembering: This foundational level involves recalling basic facts and information. Verbs at this level include: define, list, name, recall, recognize, identify, label, match, quote, recite, outline. It’s about retrieving knowledge from long-term memory.
-
Understanding: Going beyond simple recall, understanding involves grasping the meaning of information. Verbs here are: classify, compare, contrast, describe, discuss, explain, exemplify, infer, interpret, paraphrase, restate, summarize. Students demonstrate understanding by constructing meaning from various forms of communication.
-
Applying: Application is about using learned information in new situations or contexts. Verbs for this level are: apply, calculate, demonstrate, determine, illustrate, model, perform, predict, solve, use. It’s about carrying out or implementing a procedure.
-
Analyzing: Analysis requires breaking down information into its component parts and understanding the relationships between them. Verbs include: analyze, categorize, classify, compare, contrast, criticize, differentiate, diagram, distinguish, infer, organize, relate, simplify. Students here are differentiating, organizing, and attributing information.
-
Evaluating: Evaluation involves making judgments based on criteria and standards. Verbs at this level are: argue, assess, check, choose, compare, conclude, convince, critique, defend, determine, evaluate, judge, justify, prioritize, recommend, select, support. It’s about checking and critiquing.
-
Creating: The highest level, creation, involves putting elements together to form a new coherent or functional whole. Verbs for creation are: build, compose, construct, create, design, develop, formulate, generate, invent, modify, plan, produce, propose, rewrite. This is about generating, planning, or producing new outputs.
Action Verbs: The Engine of Measurable Learning Objectives
The power of Bloom’s Taxonomy in crafting learning objectives lies in its emphasis on action verbs. These verbs are not merely descriptive; they are prescriptive, guiding both instruction and assessment. Using strong action verbs ensures that learning objectives are:
- Measurable: Action verbs describe observable behaviors, making it possible to assess whether students have achieved the objective. Instead of “understand,” which is vague, using “explain” provides a concrete action that can be evaluated.
- Achievable: Well-chosen verbs align with the level of the learners and the scope of the course or lesson. Setting objectives with verbs from higher levels of Bloom’s Taxonomy when students lack foundational knowledge can lead to frustration.
- Relevant: Verbs should reflect the desired learning outcomes and be relevant to the course content and learning goals.
- Time-bound: While not directly verb-related, clear objectives facilitate time-bound learning experiences.
It’s important to recognize that some verbs can be “multilevel verbs,” meaning their Bloom’s level depends on the context. For example, “explain” at a basic level might be understanding (explaining a definition), but “explain” in a more complex scenario, such as “explain the causes of a historical event,” could be analyzing. The key is to consider the complexity of the task associated with the verb.
| Bloom’s Level | Key Verbs (keywords) | Example Learning Objective |
|---|---|---|
| Create | design, formulate, build, invent, create, compose, generate, derive, modify, develop. | By the end of this lesson, students will be able to design a sustainable urban garden plan, incorporating principles of permaculture. |
| Evaluate | choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate. | By the end of this lesson, students will be able to evaluate the effectiveness of different renewable energy sources based on environmental impact and economic feasibility. |
| Analyze | classify, break down, categorize, analyze, diagram, illustrate, criticize, simplify, associate. | By the end of this lesson, students will be able to analyze the structure of a business proposal, identifying its strengths and weaknesses. |
| Apply | calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model, perform, present. | By the end of this lesson, students will be able to apply the Pythagorean theorem to solve real-world problems involving right-angled triangles. |
| Understand | describe, explain, paraphrase, restate, give original examples of, summarize, contrast, interpret, discuss. | By the end of this lesson, students will be able to describe the process of photosynthesis in simple terms. |
| Remember | list, recite, outline, define, name, match, quote, recall, identify, label, recognize. | By the end of this lesson, students will be able to define key vocabulary terms related to climate change. |
Course Design and Verb Selection: Tailoring to Your Learners
Bloom’s Taxonomy and learning objectives verbs are invaluable tools for designing effective courses. When planning a course, consider the level of your students.
- Introductory Courses: For foundational courses, especially for freshmen or “Introduction to…” courses, many learning objectives will naturally fall within the remembering, understanding, and applying levels. The focus is on building a solid base of knowledge and basic skills. However, even in introductory courses, strive to incorporate a few objectives at the analyzing level to encourage deeper thinking.
- Advanced Courses: For upper-level undergraduate or graduate courses, learning objectives should predominantly target the higher levels of Bloom’s Taxonomy: analyzing, evaluating, and creating. These students should be ready to engage in more complex cognitive tasks. Over-reliance on lower-level verbs in advanced courses can lead to student disengagement and underachievement.
The progression through Bloom’s levels should also be reflected in the sequence of learning objectives within a course. Lesson-level objectives should build upon each other, gradually moving students towards higher levels of cognitive skills as the course progresses.
Aligning Objectives, Activities, and Assessments: Ensuring Coherence
The principle of alignment is crucial in instructional design. Learning objectives are not isolated statements; they must be directly linked to teaching activities and assessments. If a learning objective uses an applying level verb like “demonstrate,” then assessments should require students to demonstrate that skill, not just recall information through a multiple-choice quiz.
Quality Matters, a widely recognized quality assurance framework for online and blended learning, emphasizes this alignment. It stresses the importance of measurable learning objectives and their direct connection to course assessments. Using verb tables aligned with Bloom’s Taxonomy is instrumental in achieving this alignment and avoiding vague, unmeasurable verbs like “learn” or “appreciate.”
Steps to Writing Powerful Learning Objectives with Verbs:
-
Choose One Measurable Verb Per Objective: Each learning objective should focus on a single, specific action. Avoid combining multiple verbs in one objective, as this can make assessment ambiguous. For example, instead of “define and apply,” create two separate objectives: one for defining and one for applying.
-
Ensure Verb Level Matches Course Level: As discussed earlier, select verbs that are appropriate for the level of your students and the overall course goals.
-
Course-Level Objectives Set the Stage: Course-level objectives are broader, outlining the overarching learning outcomes for the entire course. Lesson-level objectives are more specific and granular, designed to support the achievement of course-level objectives. Ensure that the verbs in course-level objectives are at least as high on Bloom’s Taxonomy as the highest-level verbs in the supporting lesson-level objectives. You cannot assess evaluation skills if your lessons only focused on remembering.
-
Strive for Clarity and Conciseness: Learning objectives should be easy to understand for both instructors and students. Use clear, direct language and avoid jargon.
A helpful technique when writing objectives is to mentally tag the Bloom’s level next to the verb in parentheses:
Course level objective 1. (Apply) Demonstrate the application of marketing principles in developing a comprehensive marketing plan.
1.1. (Understand) Explain the key components of a marketing mix and their interrelationships.
1.2. (Apply) Utilize market segmentation strategies to identify target audiences for a new product.
This practice helps ensure that verbs are chosen intentionally and that the cognitive levels are appropriately aligned.
By thoughtfully selecting learning objectives verbs within the framework of Bloom’s Taxonomy, educators can create powerful learning objectives that drive effective instruction, meaningful assessment, and ultimately, enhanced student learning.
Additional External Resources:
For a longer list of Bloom’s Verbs
