Blooms+Verbs


 * ** Remembering ** |||||||||| //Objectives written on the **remembering level (the lowest cogitive level)** re quires the student **to recall** **or** **recognize** specific information. Below are verbs appropriate for objectives written at the remembering level.// ||
 * || ** define ** || ** fill in the blank ** || ** identify ** || ** label ** || ** list ** ||
 * || ** locate ** || ** match ** || ** memorize ** || ** name ** || ** recall ** ||
 * || ** spell ** || ** state ** || ** tell ** || ** underline ** || ** state ** ||
 * ** Understanding ** |||||||||| //Objectives written on the ** understanding level **, although a higher level of mental ability than remembering, requires the **lowest level of understanding** from the student. Below are verbs appropriate for objectives written at the understanding level.// ||
 * || ** convert ** || ** describe ** || ** explain ** || ** interpret ** || ** paraphrase ** ||
 * || ** put in order ** || ** restate ** || ** retell in your words ** || ** rewrite ** || ** summarize ** ||
 * || ** trace ** || ** translate ** ||  ||   ||   ||
 * ** Applying ** |||||||||| //Objectives written on the** applying level **require the learner **to implement (use) the information**. Below are verbs appropriate for objectives written at the applying level.// ||
 * || ** apply ** || ** compute ** || ** conclude ** || ** construct ** || ** demonstrate ** ||
 * || ** determine ** || ** draw ** || ** find out ** || ** give an example ** || ** illustrate ** ||
 * || ** make ** || ** operate ** || ** show ** || ** solve ** || ** state a rule or principle ** ||
 * || ** use ** ||  ||   ||   ||   ||
 * ** Analysing ** |||||||||| //Objectives written on the **analysing level** require the learner **to break the information into component parts** **and describe the relationship**. Below are verbs appropriate for objectives written at the analysing level.// ||
 * || ** analyze ** || ** categorize ** || ** classify ** || ** compare ** || ** contrast ** ||
 * || ** debate ** || ** deduct ** || ** determine the factors ** || ** diagnose ** || ** diagram ** ||
 * || ** differentiate ** || ** dissect ** || ** distinguish ** || ** examine ** || ** infer ** ||
 * || ** specify ** ||  ||   ||   ||   ||
 * ** Evaluating ** |||||||||| //Objectives written on the ** evaluating ** **level** require the student **to make a judgment about materials or methods** . Below are verbs appropriate for objectives written at the evaluating level.// ||
 * || ** appraise ** || ** choose ** || ** compare ** || ** conclude ** || ** decide ** ||
 * || ** defend ** || ** evaluate ** || ** give your opinion ** || ** judge ** || ** justify ** ||
 * || ** prioritize ** || ** rank ** || ** rate ** || ** select ** || ** support ** ||
 * || ** value ** ||  ||   ||   ||   ||
 * ** Creating ** |||||||||| //Objectives written on the ** creating ** **level** require the student **to generate new ideas, products and ways of viewing things**. Below are verbs appropriate for objectives written at the creating level.// ||
 * || ** change ** || ** combine ** || ** compose ** || ** construct ** || ** create ** ||
 * || ** design ** || ** find an unusual way ** || ** formulate ** || ** generate ** || ** invent ** ||
 * || ** originate ** || ** plan ** || ** predict ** || ** pretend ** || ** produce ** ||
 * || ** rearrange ** || ** reconstruct ** || ** reorganize ** || ** revise ** || ** suggest ** ||
 * || ** suppose ** || ** visualize ** || ** write ** ||
 * || ** change ** || ** combine ** || ** compose ** || ** construct ** || ** create ** ||
 * || ** design ** || ** find an unusual way ** || ** formulate ** || ** generate ** || ** invent ** ||
 * || ** originate ** || ** plan ** || ** predict ** || ** pretend ** || ** produce ** ||
 * || ** rearrange ** || ** reconstruct ** || ** reorganize ** || ** revise ** || ** suggest ** ||
 * || ** suppose ** || ** visualize ** || ** write ** ||