Bloom’s Taxonomy of Verbs: 200+ Action Words for Learning Goals

When writing learning objectives, clarity is everything, that’s where Bloom’s verbs come in.

These action-oriented verbs describe observable and measurable learner behaviors, helping instructors move from vague intentions to concrete outcomes.

For example, saying “students will understand photosynthesis” is ambiguous. What does “understand” look like? Instead, using a Bloom’s verb like “describe,” “explain,” or “illustrate” makes the expectation clear and assessable:

“Students will illustrate the process of photosynthesis using a labeled diagram.”

Using Bloom’s verbs helps ensure that:

• Objectives are aligned with assessments
  → You can only assess what you can observe.
• Expectations are clear to learners
  → Students know what’s required to demonstrate mastery.
• Progression is intentional
  → You can guide learners from foundational knowledge to higher-order thinking.

Whether you’re designing a classroom course, a corporate training module, or an online lesson, Bloom’s verbs are essential for writing effective outcomes that drive real learning.

What Are Bloom’s Taxonomy Verbs?

Bloom’s Taxonomy verbs are measurable action words used to define clear and observable learning objectives.

Each verb corresponds to a specific level of cognitive skill, from basic recall to advanced critical thinking.

Instead of vague phrases like “understand the concept” or “know the definition,” Bloom’s verbs focus on what the learner can actually do such as list, analyze, design, or evaluate.

These verbs help educators:

• Create specific, actionable learning goals
• Align activities with assessments
• Support progressive learning across six levels of cognition

Used correctly, Bloom’s verbs not only clarify intent but also strengthen the structure of any instructional plan in classrooms, training programs, or online courses.

Bloom’s Taxonomy of Verbs: Complete List by Category

1. Remembering (Knowledge)

Recall facts and basic concepts

Action Verbs:

• Arrange
• Cite
• Count
• Define
• Describe
• Draw
• Duplicate
• Enumerate
• Identify
• Label
• List
• Match
• Memorize
• Name
• Order
• Outline
• Point
• Quote
• Read
• Recall
• Recite
• Recognize
• Record
• Repeat
• Reproduce
• Select
• State
• Study
• Tabulate
• Tally
• Trace
• Write

2. Understanding (Comprehension)

Explain ideas or concepts

Action Verbs:

• Classify
• Compare
• Convert
• Defend
• Describe
• Discuss
• Distinguish
• Estimate
• Explain
• Express
• Extend
• Generalize
• Give examples
• Identify
• Indicate
• Infer
• Interpret
• Locate
• Outline
• Paraphrase
• Predict
• Recognize
• Rewrite
• Review
• Select
• Summarize
• Translate
• Understand
• Visualize

3. Applying

Use information in new situations

Action Verbs:

• Apply
• Articulate
• Assess
• Change
• Chart
• Choose
• Classify
• Collect
• Compute
• Construct
• Contribute
• Control
• Demonstrate
• Determine
• Develop
• Discover
• Dramatize
• Employ
• Execute
• Illustrate
• Implement
• Interpret
• Modify
• Operate
• Organize
• Participate
• Perform
• Practice
• Prepare
• Produce
• Relate
• Schedule
• Show
• Simulate
• Sketch
• Solve
• Transfer
• Use
• Utilize

4. Analyzing

Draw connections among ideas

Action Verbs:

• Analyze
• Appraise
• Audit
• Breakdown
• Calculate
• Categorize
• Chart
• Classify
• Compare
• Contrast
• Correlate
• Criticize
• Debate
• Deduce
• Determine
• Diagram
• Differentiate
• Discriminate
• Distinguish
• Examine
• Experiment
• Identify
• Infer
• Investigate
• Model
• Outline
• Point out
• Prioritize
• Question
• Recognize
• Relate
• Research
• Select
• Separate
• Subdivide
• Test

5. Evaluating

Justify a decision or course of action

Action Verbs:

• Appraise
• Argue
• Assess
• Attach
• Choose
• Compare
• Conclude
• Contrast
• Critique
• Defend
• Determine
• Discriminate
• Evaluate
• Explain
• Grade
• Interpret
• Judge
• Justify
• Measure
• Predict
• Prioritize
• Rank
• Rate
• Recommend
• Select
• Support
• Test
• Validate
• Verify
• Weigh

6. Creating (Synthesis)

Produce new or original work

Action Verbs:

• Adapt
• Animate
• Arrange
• Assemble
• Categorize
• Collaborate
• Combine
• Compile
• Compose
• Construct
• Create
• Customize
• Design
• Develop
• Devise
• Enhance
• Express
• Facilitate
• Formulate
• Generate
• Hypothesize
• Improve
• Incorporate
• Individualize
• Initiate
• Innovate
• Integrate
• Invent
• Make up
• Modify
• Organize
• Originate
• Plan
• Prepare
• Pretend
• Propose
• Rearrange
• Reconstruct
• Reorganize
• Revise
• Rewrite
• Set up
• Structure
• Synthesize
• Unify
• Write

Watch Out: Verbs to Avoid

Not all verbs belong in a well-written learning objective. Some words are too vague, subjective, or unobservable, making it impossible to measure whether a student has truly achieved the outcome.

For example, verbs like “understand” or “know” may sound appropriate, but they don’t describe what the learner will actually do to prove understanding.

Instead, Bloom’s Taxonomy encourages educators to use measurable verbs — like explain, define, or demonstrate — which clearly signal the expected behavior.

Common Verbs to Avoid in Learning Objectives

These verbs should generally be avoided because they’re not tied to observable performance:

✅ Better Alternatives

Instead of saying:

“Students will understand the water cycle”

Say:

“Students will describe the stages of the water cycle”
or
“Students will illustrate the water cycle using a diagram”

Choosing the right verb improves clarity, assessment alignment, and instructional quality. It ensures learners and instructors are working toward the same concrete goals.

How to Apply Bloom’s Verbs in Course Creation

Using Bloom’s verbs effectively isn’t just about choosing the right word it’s about designing better learning experiences. These verbs help course creators move from abstract goals to clear, structured, and assessable outcomes.

Whether you’re creating an online course, a training module, or a lesson plan, here’s how to make the most of Bloom’s verbs:

1. Start with the Outcome

Begin every learning activity by asking:
What should the learner be able to do at the end?

Instead of writing:

“Students will understand climate change”

Write:

“Students will analyze the causes of climate change”
or
“Students will compare climate change policies across countries”

2. Match the Verb to the Cognitive Level

Choose verbs that reflect the depth of thinking you want students to reach. Use lower-level verbs (e.g., list, recall) for foundational skills, and higher-level verbs (e.g., design, evaluate) for advanced competencies.

3. Align Verbs with Assessments

Make sure your assessment method matches the verb used in your objective.

4. Use One Verb per Objective

Keep it focused, and avoid stacking multiple verbs in one outcome like:

“Students will understand and apply photosynthesis.”

Instead, break it into two separate objectives:

• “Students will explain the process of photosynthesis.”
• “Students will apply the concept in a practical experiment.”

5. Build Progressively

Structure your course to move learners through the taxonomy levels. Start with basic recall and comprehension, then gradually introduce more complex activities like analysis, critique, or creation.

Final Thoughts

Choosing the right verb isn’t just about language — it’s about learning. Bloom’s Taxonomy verbs give you the tools to design learning experiences that are clear, focused, and measurable.

By using these action verbs:

• You define exactly what success looks like for learners.
• You align content, instruction, and assessment more effectively.
• You empower learners to progress from simple recall to complex creation.

This list is your foundation for writing stronger learning objectives and building more effective courses. Bookmark it, share it with your team, and come back to it anytime you need clarity in your course design.

🔗 Need a refresher on Bloom’s Taxonomy itself? Read our guide:

What is Bloom's Taxonomy? The Definitive Guide for Educators ‍