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    Verb List For Writing Educational Objectives: Cognitive Domain

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    babyyyyyy
    This document provides guidance for writing educational objectives by listing appropriate verbs for different cognitive, psychomotor, and affective domains. It includes verbs to avoid and checklist questions to ensure objectives are observable, measurable, achievable, clear, and aligned with expectations. Verbs are categorized by cognitive processes like remember, understand, apply, analyze, evaluate, and create as well as psychomotor skills ranging from simple to complex motor acts and affective development goals.

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    Verb List For Writing Educational Objectives: Cognitive Domain

    Uploaded by

    babyyyyyy
    227 views3 pages
    This document provides guidance for writing educational objectives by listing appropriate verbs for different cognitive, psychomotor, and affective domains. It includes verbs to avoid and checklist questions to ensure objectives are observable, measurable, achievable, clear, and aligned with expectations. Verbs are categorized by cognitive processes like remember, understand, apply, analyze, evaluate, and create as well as psychomotor skills ranging from simple to complex motor acts and affective development goals.

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    Verbs Checklist

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    This document provides guidance for writing educational objectives by listing appropriate verbs for different cognitive, psychomotor, and affective domains. It includes verbs to avoid and checklist questions to ensure objectives are observable, measurable, achievable, clear, and aligned with expectations. Verbs are categorized by cognitive processes like remember, understand, apply, analyze, evaluate, and create as well as psychomotor skills ranging from simple to complex motor acts and affective development goals.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    227 views3 pages

    Verb List For Writing Educational Objectives: Cognitive Domain

    Uploaded by

    babyyyyyy
    This document provides guidance for writing educational objectives by listing appropriate verbs for different cognitive, psychomotor, and affective domains. It includes verbs to avoid and checklist questions to ensure objectives are observable, measurable, achievable, clear, and aligned with expectations. Verbs are categorized by cognitive processes like remember, understand, apply, analyze, evaluate, and create as well as psychomotor skills ranging from simple to complex motor acts and affective development goals.

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    VERB 

    LIST FOR WRITING EDUCATIONAL OBJECTIVES 

    Cognitive Domain 

    Remember  Understand  Apply 


    arrange  quote  associate  generalize  apply  order 
    cite  read  classify  give example  calculate  practice 
    define  recite  compare  identify  change  predict 
    describe  recognize  compute  indicate infer  choose  prepare 
    draw  record  contrast  interpret  complete  produce 
    duplicate  relate  convert  locate  compute  relate 
    identify  recall  defend  paraphrase  demonstrate  report 
    indicate  repeat  describe  predict  discover  restate 
    label  reproduce  differentiate  report  dramatize  review 
    list  select  discuss  recognize  employ  schedule 
    match  state  distinguish  restate rewrite  examine  show 
    memorize  tabulate  estimate  review  illustrate  sketch 
    name  tell  explain express select  interpolate  solve 
    point  trace  extend  summarize  interpret  translate 
    order  write  extrapolate  translate  manipulate  use 
    outline      modify  utilize 
      operate  write 

    Analyze  Evaluate  Create 


    analyze  identify  appraise  judge  arrange  organize 
    appraise  illustrate  argue  justify  assemble  plan 
    breakdown  infer  assess  interpret  categorical  prepare 
    calculate  inspect  attach  measure  collect  prescribe 
    categorize  inventory  choose  rank  combine  produce 
    compare  model  compare  relate  comply  propose 
    contrast  outline  conclude  predict  compose  rearrange 
    criticize  point out  contrast  rate  construct  reconstruct 
    debate  question  critique  recommend  create  relate 
    diagram  relate  defend  review  design  reorganize 
    differentiate  select  describe  revise  detect  revise 
    discriminate  separate  determine  score  develop  rewrite 
    distinguish  subdivide  diagnose  select  devise  set up 
    examine  summarize  discriminate  summarize  explain  specify 
    experiment  test  estimate  support  formulate  summarize 
      evaluate  test  generate  synthesize 
    explain  value  generalize  tell 
    grade  integrate  write 
      manage 
     

     
    Psychomotor Domain 

    Simple  Complex 
    add  expel   pipet  shake  build  incise  palpate 
    adjust  filter  place  smear  calibrate  inject  percuss 
    agitate  guide  plot  smell  construct  innoculate  perform 
    aspirate  handle  pour  stain  create  make  produce 
    cleanse  imitate  prepare  start  demonstrate maintain  remove 
    collect  invert  prick  stop  exercise  manipulate  suture  
    combine  label  puncture  stopper  illustrate  operate  
    copy  lyse  record  streak 
    dilute  mark  repeat  tilt 
    dispose  measure  rinse  titrate 
    drain  mix  scrape  transfer 
    draw  mount   seal  use 
    duplicate  obtain  select  wash 
    emulsify  pass  set up  wipe 
          
    Affective domain 
    Accept  Initiate  Read 
    Adopt  Investigate  Realize 
    Advocate  Join  Recommend 
    Annotate  Keep (preserve)  Reflect 
    Ask  Obey  Reject 
    Attempt  Object  Seek 
    Attend  Offer  Select 
    Challenge  Organize   Specify 
    Choose  Participate  Share 
    Consult  Persevere  Suggest 
    Delay  Propose  Support 
    Design  Promote  Test 
    Dispute  Qualify  Try 
    Evaluate  Query  Visit 
    Exemplify   Questions   Volunteer 
    Weigh (judge) 

    VERBS TO BE AVOIDED WHEN WRITING OBJECTIVES 
    appreciate  enjoy  really understand 
    be acquainted with  fully appreciate  realize 
    be aware of  grasp the significance of  remember 
    be familiar with  have faith in  sympathize with 
    believe  know  understand  
    comprehend   learn  
    CHECKLIST QUESTIONS FOR WRITING LEARNING OBJECTIVES 

    • Observable ‐ Does the learning objective identify what students will be able to do after 
    the topic is covered?  

    • Measurable ‐ Is it clear how you would test achievement of the learning objective? Can 
    students reasonably determine from the objective whether or not they have achieved it?  

    • Achievable ‐ Can the objective be realistically accomplished at the end of the 
    class/course?  

    • Clear & specific ‐ Do chosen verbs have a clear meaning?  

    • Alignment with expectations ‐ Is the verb aligned with the level of cognitive 
    understanding expected of students? Could you expect a higher level of understanding? 
     

    Source:  
    • Verbs: Duke University Community and Family Medicine Faculty Development Module 
    • Checklist Questions: Carl Wieman Science Education Initiative 
     

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