| Specific | They should state clearly what the student should know/be able to do, and at what level | What? |
| Measurable | You should be able to conceive of how their attainment might be assessed | By trainee / trainer or both? |
| Achievable | By the learners | Is it possible in this context? |
| Realistic | Could be seen as similar to attainability, but refers to their appropriateness to the overall task. "Valid" in assessment-speak | Can we really train them to do this? |
| Time-limited | Or achievable within the time-span of the session/lesson/course | In what time? |
Verbs that are often used but are better to avoid because they are open to many interpretations: appreciate, have faith in, know, learn, understand, believe.
| Level | Definition | Verbs |
|---|---|---|
| Knowledge | The successful student will recognize or recall learned information | list, record, underline, state, define, arrange, name, relate, describe, tell, recall, memorise, recall, repeat, recognise, label, select, reproduce |
| Comprehension | The successful student will restate or interpret information in their own words | explain, describe, report, translate, express, summarise, identify classify, discuss, restate, locate, compare, review, illustrate, tell, critique, estimate, reference, interpret, reiterate |
| Application | The successful student will use or apply the learned information | apply, sketch, perform, use, solve, respond, practice, construct, role-play, demonstrate, conduct, execute, complete, dramatise, employ |
| Analysis | The successful student will examine the learned information critically | analyse, inspect, test, distinguish, catergorise, critique, differenciate, catalogue, diagnose, appraise, quantify, extrapolate, calculate, measure, theorise, experiment, relate, debate |
| Synthesis | The successful student will create new models using the learned information | develop, revise, compose, plan, formulate, collect, build, propose, construct, create, establish, prepare, design, integrate, devise, organise, modify, manage |
| Evaluation | The successful student will assess or judge the value of learned information | review, appraise, chose, justify, argue, conclude, assess, rate, compare, defend, score, evaluate, report on, select, interpret, investigate, measure, support |
Source: List of Measurable Verbs Used to Assess Learning Outcomes
Writing Objectives Using Bloom's Taxonomy:
| Level | Questions |
|---|---|
| Knowledge | What is ...? How is ...? Where is ...? When did _______ happen? How did ______ happen? How would you explain ...? Why did ...? How would you describe ...? When did ...? Can you recall ...? How would you show ...? Can you select ...? Who were the main ...? Can you list three ...? Which one ...? Who was ...? |
| Comprehension | How would you classify the type of ...? How would you compare ...? contrast ...? Will you state or interpret in your own words ...? How would you rephrase the meaning ...? What facts or ideas show ...? What is the main idea of ...? Which statements support ...? Can you explain what is happening . . . what is meant . . .? What can you say about ...? Which is the best answer ...? How would you summarize ...? |
| Application | How would you use ...? What examples can you find to ...? How would you solve _______ using what you have learned ...? How would you organize _______ to show ...? How would you show your understanding of ...? What approach would you use to ...? How would you apply what you learned to develop ...? What other way would you plan to ...? What would result if ...? Can you make use of the facts to ...? What elements would you choose to change ...? What facts would you select to show ...? What questions would you ask in an interview with ...? |
| Analysis | What are the parts or features of ...? How is _______ related to ...? Why do you think ...? What is the theme ...? What motive is there ...? Can you list the parts ...? What inference can you make ...? What conclusions can you draw ...? How would you classify ...? How would you categorize ...? Can you identify the difference parts ...? What evidence can you find ...? What is the relationship between ...? Can you make a distinction between ...? What is the function of ...? What ideas justify ...? |
| Synthesis | What changes would you make to solve ...? How would you improve ...? What would happen if ...? Can you elaborate on the reason ...? Can you propose an alternative ...? Can you invent ...? How would you adapt ________ to create a different ...? How could you change (modify) the plot (plan) ...? What could be done to minimize (maximize) ...? What way would you design ...? What could be combined to improve (change) ...? Suppose you could _______ what would you do ...? How would you test ...? Can you formulate a theory for ...? Can you predict the outcome if ...? How would you estimate the results for ...? What facts can you compile ...? Can you construct a model that would change ...? Can you think of an original way for the ...? |
| Evaluation | Do you agree with the actions ...? with the outcomes ...? What is your opinion of ...? How would you prove ...? disprove ...? Can you assess the value or importance of ...? Would it be better if ...? Why did they (the character) choose ...? What would you recommend ...? How would you rate the ...? What would you cite to defend the actions ...? How would you evaluate ...? How could you determine ...? What choice would you have made ...? What would you select ...? How would you prioritize ...? What judgment would you make about ...? Based on what you know, how would you explain ...? What information would you use to support the view ...? How would you justify ...? What data was used to make the conclusion ...? Why was it better that ...? How would you prioritize the facts ...? How would you compare the ideas ...? people ...? |
| Source: Writing Objectives Using Bloom's Taxonomy |