List of Measurable Verbs Used to Assess Learning Outcomes

Bloom's Taxonomy of Educational Objectives (1956): Cognitive Skills

A group of educators, led by Benjamin Bloom, identified a hierarchy of six categories of cognitive skills: knowledge,
comprehension, application, analysis, synthesis and evaluation. As students learn, they start with the knowledge level and
progress through the hierarchy. Thus, advanced courses should include skills at a higher level than introductory or basic
skills courses. Below you will find a web-resource as well as a list of measurable verbs to assist you in writing course
objectives and assess learning outcomes.
Objective-Builder Resource: http://teachonline.asu.edu/objectives-builder/
Knowledge Level: The successful student will recognize or recall learned information.

list
state
name
tell
recall
label

record
define
relate
recall
repeat
select

underline
arrange
describe
memorize
recognize
reproduce

Comprehension Level: The successful student will restate or interpret information in their own words.

explain
translate
identify
restate
discuss
tell
reference

describe
express
classify
locate
review
critique
interpret

report
summarize
discuss
compare
illustrate
estimate
reiterate

Application Level: The successful student will use or apply the learned information.

apply
use
practice
demonstrate
complete

sketch
solve
construct
conduct
dramatize

perform
respond
role-play
execute
employ

Analysis Level: The successful student will examine the learned information critically.

analyze
distinguish
differentiate
appraise
calculate
experiment

inspect
categorize
catalogue
quantify
measure
relate

Test
critique
diagnose
extrapolate
theorize
debate

Synthesis Level: The successful student will create new models using the learned information.

develop
plan
build
create
design
organize

revise
formulate
propose
establish
integrate
modify

compose
collect
construct
prepare
devise
manage

Evaluation Level: The successful student will assess or judge the value of learned information.

review
justify
assess
defend
report on
investigate

appraise
argue
rate
score
select
measure

choose
conclude
compare
evaluate
interpret
support

Assessment

Action Verbs for Student Learning Outcomes

This chart can be a helpful starting point for programs developing or revising student learning outcomes. An
outcome should start with an action verb that suggests a particular measurement method. For instance:

An outcome starting with the verb "list" could be measured by an examine question in
which the students produce a list of desired knowledge or skills they have learned.

An outcome starting with the verb "demonstrate" suggests that students would have to
perform some kind of demonstration of a skill they have learned (e.g. a scientific experiment, acting
skill, or artistic technique.)

This list is not exhaustive, but is designed to initiate discussion about learning outcomes.
Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

define

describe

apply

analyze

arrange

appraise

list

discuss

demonstrate

appraise

assemble

assess

name

explain

dramatize

calculate

collect

choose

recall

express

employ

categorize

compose

compare

record

depict

illustrate

criticize

construct

estimate

relate

locate

interpret

debate

create

evaluate

underline

recognize

operate

diagram

design

judge

label

report

practice

differentiate

formulate

measure

quote

restate

schedule

distinguish

manage

rate

locate

review

sketch

examine

organize

revise

match

translate

use

experiment

plan

score

cite

inspect

prepare

select

reproduce

question

propose

value

identify

relate

combine

defend

state

solve

integrate

justify

test
classify

Writing Measurable Learning Outcomes Sandi Osters, Director of Student Life

Studies F. Simone Tiu, Assistant Director for Institutional Effectiveness 3rd Annual
Texas A&M Assessment Conference You got to be careful if you dont know where
youre going, because you might not get there Yogi Berra Assessment is a
systematic and on-going process of collecting, interpreting, and acting on
information relating to the goals and outcomes developed to support the
institutions mission and purpose. It answers the questions: (1) What we are trying
to do? (2) How well are we doing it? And (3) How can we improve what we are
doing? Assessment begins with the articulation of outcomes. Writing measurable
outcomes involves describing the first three components: outcome, assessment
method, criteria for success, in the assessment cycle. Assessment Cycle
Assessment Cycle Outcome Assessment Method Criteria for Success Assessment
Results Use of Results Broadly speaking, there are two types of outcomes: learning
outcomes and program outcomes. Learning outcomes describe what students are
expected to demonstrate and program outcomes describe what a program is
expected to accomplish. 1 of 10 Learning Outcomes Learning outcomes describe
what students are able to demonstrate in terms of knowledge, skills, and values
upon completion of a course, a span of several courses, or a program. Clear
articulation of learning outcomes serves as the foundation to evaluating the
effectiveness of the teaching and learning process. The Components of a
Measurable Learning Outcome. Three essential components of a measurable
learning outcome are: Student learning behaviors Appropriate assessment
methods Specific student performance criteria / criteria for success When writing
a measurable learning outcome, it is important to: focus on student behavior
use simple, specific action verbs select appropriate assessment methods state

desired performance criteria Focus on Student Behavior. Learning outcomes are

about what students are able to demonstrate upon completion of a course or a span
of courses or a program. Learning outcomes are not about what the instructors can
provide but what the students can demonstrate. The following are not learning
outcomes: Offer opportunities for students to master integrated use of information
technology. The program will engage a significant number of students in a
formalized language/cultural studies program. Students who participate in critical
writing seminars will write two essays on critical thinking skills. Students will be
exposed to exceptionality in learning disabilities including visual and perception
disabilities.