When you’re designing an assignment or refining a learning objective, it’s not always clear which verbs signal the right level of rigor for your students. Even more challenging to identify is what kinds of assessments best match that level. This job aid helps you connect those decisions using Bloom’s Taxonomy.
Use the chart to explore measurable verbs associated with different Bloom’s levels, then identify assessment types that align with those verbs. You can start with an idea for an assignment and strengthen its alignment or use the chart to generate new approaches that better reflect the kind of learning you want students to demonstrate.
| Bloom’s level | Action verbs | Assessments |
|---|---|---|
| Level 1: Remember | Collect, cite, count, clarify, define, enumerate, examine, find, identify, label, list, memorize, recognize, recall, show, state | Multiple choice test, short answer test, matching test, fill in the blank test, labeling, presentation, illustrations, lectures, visualizations, examples |
| Level 2: Understand | Ask, associate, cite, classify, describe, discuss, compare, exemplify, interpret, recall, report, select, summarize, state, tell | Diagram, story, speech, written report, outline, matching test, model, photograph, summary, multiple choice test, discussion board, presentation, statement, short answer, comparison, oral report, analogy |
| Level 3: Apply | Administer, apply, choose, calculate, demonstrate, examine, solve, operate, modify, implement, sketch, execute, instruct, illustrate, prepare, use | Diagram, building, creation, drama, illustration, roleplay, project, sketch, simulation, sculpture, Q&A, map, prototype, demonstration, painting, poetry |
| Level 4: Analyze | Analyze, arrange, categorize, compare, connect, criticize, deconstruct, diagram, differentiate, divide, explain, infer, order, organize, question, select, separate, appraise, classify, contrast, discriminate, examine, experiment, outline | Survey, problem exercises, discussion, questionnaire, case studies, syllogism breakdown, propaganda, critical incidents, debug, graphs, argument |
| Level 5: Evaluate | Appraise, assess, argue, compare, choose, conclude, critique, convince, evaluate, explain, defend, estimate, discriminate, decide, grade, interpret, rate, judge, justify, measure, predict, prioritize, prove, rank, recommend, select, support, summarize, test, value | Appraisals, case studies, critiques, court trials, projects, self-evaluations, simulations, surveys, writing conclusions, compare/establish standards, valuing |
| Level 6: Create | Make, assemble, arrange, plan, combine, create, compose, develop, construct, describe, formulate, explain, design, generalize, integrate, prepare, manage, modify, invent, organize, rearrange, rewrite, set up | Articles, action plans, case studies, creative exercises, code programs, construct simulations, formulate standards, experiment, games, develop plans, hypothesis, invention, machines, problems, projects, songs, set of rules |
As you work, focus on how the verb, level of performance, and assessment choice reinforce each other. Small adjustments like shifting a verb or trying a new assessment type can significantly improve how well your assignments measure student learning.
References
- Bloom, B. S. 1., Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. (Complete ed). Longman.
