Updated on
August 11, 2026
Bloom's Taxonomy Verbs: Lists for All Six Levels
Find the right verbs for every level of Bloom's Taxonomy. Lists for lesson planning, questioning and assessment design across all key stages.
What are Bloom’s taxonomy verbs?
Bloom's taxonomy verbs are action words—such as define, explain, apply, analyse, evaluate, and create—matched to the levels of Bloom's taxonomy to describe the kind of thinking a task requires. For teachers, choosing the right verb makes learning objectives precise and helps pitch questions and tasks at the intended cognitive level.
Blooms Taxonomy Verbs describes a set of action words derived from the classification of educational objectives developed by Bloom (1956). Teachers use verbs such as explain, apply, analyse, evaluate and create to frame intended learning and assessment. The verb is only a prompt, however. Cognitive demand depends on the knowledge, decisions and evidence required by the task.
This distinction matters in classrooms shaped by generative AI. In a Year 8 history lesson, learners may do little independent thinking if a tool writes the script for their podcast. Yet checking the podcast's claims against primary sources could require much deeper thought. Research also shows limited agreement about which verbs belong at each level, so verb lists can make subjective judgements seem more precise than they are (Newton, Da Silva and Peters, 2020).
School leaders should therefore review the task, the evidence and the disciplinary knowledge involved, rather than focusing only on the verb. Action words alone cannot show the cognitive demand of a task (Zaidi et al., 2022).
This article is part of our thinking frameworks guide, which reviews 42 models and shows when to use each one.
Bloom's Taxonomy Verbs
Bloom's Taxonomy verbs are action words that define learning goals and show the level of thinking required. Schools often use this structure to teach and assess their learners. The verbs make goals clear and link them directly to tests.
One UK Higher Education study explored how people use Bloom's model. The researchers found 47 different verb lists, which rarely agreed with each other. Even so, the model remains a popular way to map out learning and knowledge.
Choose the Right Bloom's Verb
Select a thinking level to see appropriate verbs for writing learning objectives. For more on this topic, see Deeper learning outcomes. Click any verb to build your objective.
From Structural Learning, structural-learning.com
Key Takeaways
- Bloom's Taxonomy has evolved significantly, necessitating an understanding of its revised structure for effective pedagogical application. The original 1956 taxonomy was later revised by Anderson and Krathwohl (2001), shifting from nouns to verbs and introducing a two-dimensional framework that includes knowledge dimensions. This revision provides teachers with a more qualified tool for crafting precise learning objectives and designing activities that target specific cognitive processes in learners.
- Strategic selection of Bloom's Taxonomy verbs is necessary for designing clear learning intentions and constructively aligned assessments. By carefully choosing verbs that reflect the desired cognitive level, teachers can articulate explicit learning objectives, ensuring learners understand expectations and guiding the development of appropriate summative assessments (Gronlund, 2004). This alignment helps to create a coherent and effective learning experience across the curriculum.
- Despite variations in interpretation and application, Bloom's Taxonomy remains a foundational framework for conceptualising knowledge and learning in education. While a recent UK Higher Education analysis revealed little consensus across numerous verb lists, the taxonomy's core structure continues to provide educators with a valuable lens through which to categorise and sequence cognitive skills (Krathwohl, 2002). This enduring influence helps teachers to systematically plan for learner progression in thinking.
- Exploring alternative frameworks, such as SOLO Taxonomy, can offer teachers complementary perspectives on cognitive complexity and assessment design. While Bloom's Taxonomy focuses on hierarchical cognitive processes, the Structure of Observed Learning Outcomes (SOLO) Taxonomy (Biggs & Collis, 1982) provides a different lens for evaluating the quality and complexity of learner understanding. Integrating insights from both frameworks can enrich a teacher's toolkit for designing varied learning experiences and assessing deeper learning.
Bloom and colleagues first published the taxonomy in 1956 to classify educational objectives (Bloom et al., 1956). Anderson, Krathwohl and colleagues revised it in 2001, and Krathwohl (2002) later summarised the revised framework. They developed the taxonomy to define learning and assessment in ways that teachers can observe and measure.
We will explain how to use the infamous blooms taxonomy list of learning verbs in practice. We will also give examples of verbs used to create deeper learning experiences. Next, we will introduce a new thinking framework designed to improve learning tasks. We will also cover another framework that promotes 21st-century learning skills.
Origins of Bloom's Taxonomy
Bloom's Taxonomy first appeared in 1956. It sorts learning goals to make progress easy to measure. Anderson, Krathwohl and colleagues revised Bloom's Taxonomy in 2001; Krathwohl (2002) provided a concise overview of the revised model. The verbs help teachers set clear goals that they can easily assess.
Bloom (1956) found that measurable verbs are vital for learning goals. Learners may begin by listing methods, then move on to deeper analysis. This progress covers knowledge, understanding, and application. Use these levels to plan lessons that challenge every learner.
Support learners with extra needs by providing clear steps and thinking tools, such as thinking strategies and knowledge organisers. Use regular checks to track progress, and apply the same levels to project work. When you mark work, always give helpful feedback.
How to Use Bloom's Verbs in Class
Bloom's Taxonomy verbs are practical classroom tools that help teachers link activities to specific levels of thinking. Teachers should know what thinking skills each level involves. Here are some useful, hands-on examples for educators to use.
| Taxonomy Level | Original (1956) | Key Characteristics | Criticisms/Issues |
|---|---|---|---|
| Knowledge | Level 1 | Basic recall and recognition of facts | Often critiqued as under-emphasising metacognition; this informed Anderson and Krathwohl's (2001) revised taxonomy |
| Comprehension | Level 2 | Understanding meaning and interpretation | Order questioned, understanding may come through application first |
| Application | Level 3 | Using knowledge in new situations | May actually precede understanding in real learning |
| Analysis | Level 4 | Breaking down information into parts | Overlapping classifications, learners may reach same behaviour differently |
| Synthesis | Level 5 | Combining elements to form new patterns | 47 different verb lists across UK institutions with no consensus |
| Evaluation | Level 6 | Making judgments based on criteria | Two learners with identical performance may have different understanding levels |
Bloom et al. (1956) proposed a taxonomy for grouping educational objectives in the cognitive domain, which covers thinking and learning. First, learners build basic knowledge and understanding. Next, they apply and analyse what they know, bring ideas together, and evaluate them. This structure improves understanding and keeps learners engaged.
Consider Bloom's taxonomy verbs when planning lessons. Review your resources and spot the cognitive level they require. Teachers often find activities focus on simpler thinking skills. This gives you a chance to introduce tasks with more complex thinking (Bloom, 1956).
Choose verbs carefully when lesson planning. For new content, use 'list', 'describe', or 'explain' (Bloom, 1956). As learners gain confidence, use 'demonstrate', 'solve', or 'implement' (Anderson & Krathwohl, 2001). Encourage deeper thinking with 'compare', 'create', or 'justify' (Bloom, 1956; Anderson & Krathwohl, 2001).
Use question stems (Bloom et al., 1956) to help learners. Tiered tasks offer levels of challenge (Tomlinson, 2001). Rubrics show the thinking skills learners need. Thinking routines build metacognition through questioning (Ritchhart et al., 2011).
SOLO Taxonomy vs Bloom's Taxonomy
SOLO and Bloom's are two models that describe learning. Each looks at task complexity in a unique way. The SOLO Taxonomy (Biggs and Collis, 1982) checks how deep learning goes. It tracks a learner's grasp as it grows from simple facts to complex ideas.
Bloom (1956) and Biggs (1982) gave us helpful tools. Use Bloom's Taxonomy alongside SOLO Taxonomy. Teachers can then plan better learning activities, benefitting each learner.
Putting Bloom's Verbs Into Practise
Bloom's Taxonomy and SOLO Taxonomy help teachers plan learning (Bloom, 1956; Biggs & Collis, 1982). Choosing verbs linked to thinking skills lets teachers design tasks that build understanding. Bloom's core ideas still guide good teaching, despite differing verb choices (Anderson & Krathwohl, 2001).
Bloom's Taxonomy helps learning. Consider learners' current understanding and plan your lessons. Try verbs and activities; watch how learners respond. Change your plans to improve outcomes (Bloom, 1956; Anderson & Krathwohl, 2001).
Bloom's Taxonomy verbs help learners become active, engaged, and critical thinkers. Intentionally use these verbs in your teaching. This helps learners develop vital skills and knowledge for the 21st century (Bloom, 1956).
Authoritative guidance on AI in education: DfE guidance on generative AI in education, DfE support materials for using AI in education settings, Ofsted findings from AI early adopters in schools and FE, EEF Teacher Choices trial on ChatGPT in lesson preparation.
Bloom's Verbs Across Six Levels
Bloom's verbs sit across six thinking levels. These levels guide learners from basic recall to complex thought. Remembering (define, list) checks what they know. Understanding (explain, summarise) builds their grasp of ideas. Applying (show, solve) puts their skills to work. Analysing (compare, contrast) pushes them to think deeper.
Choose precise verbs for complex thought, say Anderson and Krathwohl (2001). "Evaluate" uses judge, critique, and assess. "Create" uses design and construct. Match verbs to cognitive aims. Wrong verbs confuse teachers and learners.
Consider the work of Bloom (1956). Pick verbs for lesson aims that suit your true intent. "Explain" objectives, carefully made, may beat a weak "evaluate" task. Ensure tasks match the intended analysis, as per Krathwohl (2002).
Using Bloom's Verbs for Assessment and Questioning
Bloom's verbs are assessment and questioning tools that align classroom prompts with the depth of thinking being assessed. Use "list" or "describe" for remembering and understanding skills. Try "analyse," "evaluate," or "create" for deeper thinking. This verb choice measures the learning depth you want (Bloom, 1956).
Question sequences boost classroom talks. Begin with simpler questions like "identify". Then, ask learners to "compare" or "critique". This builds understanding step by step. Cognitive load research supports this, preventing overload (Sweller, 1988; Kirschner, 2002; Mayer, 2009).
Question banks link to subject topics using Bloom's verbs. Use verbs authentically, like Bloom's taxonomy (Bloom, 1956). For instance, ask, "How can learners improve photosynthesis in dim light?" instead of simple recall. This changes the mental effort, moving learners to creation.
15 Classroom Activities Using Bloom's Taxonomy Verbs
Bloom's Taxonomy verbs help structure classroom tasks. These tasks guide learners from simple recall to deep, complex thought. Learners start by remembering facts before creating new ideas (Bloom, 1956). These activities build thinking skills to boost true understanding (Anderson and Krathwohl, 2001).
Bloom's Taxonomy helps plan learning activities across thinking skills. Begin with remembering and understanding to activate what the learner knows. Move to applying, analysing, evaluating, and creating as learners are ready. Remember, it's a flexible tool, not a strict order, and creative tasks can come first (Bloom, 1956).
Frequently Asked Questions
Bloom's Taxonomy Verbs in Education
Bloom's Taxonomy verbs are action words used to categorise and measure different levels of cognitive challenge. Developed in 1956 and revised in 2002, they provide a structured way to write learning objectives. These verbs help educators define what a learner should be able to do at each stage of the learning process.
How do teachers use Bloom's verbs to plan lessons?
Teachers use these verbs to align their learning intentions with specific classroom activities and assessments. By selecting a verb such as "analyse" or "evaluate," a teacher can ensure the task matches the desired cognitive depth. This approach helps in scaffolding learning, starting with basic recall and moving towards more complex reasoning.
What are the benefits of Bloom's verbs?
Verbs show learner progress, which clarifies lesson aims. Teachers adjust tasks using Bloom's (1956) taxonomy. This structure improves talk about lesson success (Wiliam, 2011; Hattie, 2012).
How effective is Bloom's Taxonomy?
Verb use varies greatly in education, research shows. Analysing verb lists revealed little agreement among schools. This suggests that knowledge building may not align with current teaching. Yet, Bloom's taxonomy still shapes assessment.
What mistakes do teachers make with Bloom's?
Teachers sometimes think learning is a fixed, upwards climb. Learners may grasp concepts by using or analysing them first (Anderson & Krathwohl, 2001). Also, using only simple verbs can restrict challenge for learners (Bloom, 1956).
Which Bloom's verbs are best for higher order thinking?
Using verbs like "compare" and "critique" builds learners' thinking skills. These words move learners past memorising, as Bloom (1956) showed. They encourage learners to judge information and create new understandings (Anderson & Krathwohl, 2001).
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Writing Learning Objectives with Bloom's Taxonomy Verbs
Writing learning objectives with Bloom's Taxonomy verbs involves choosing precise action words that define what learners do at each level of thinking. These verbs show what learners will do at each thinking level. Instead of vague words, use Bloom's taxonomy (Bloom, 1956). "Learners will analyse" is clearer than "learn about" (Anderson & Krathwohl, 2001). This helps teachers plan activities, as suggested by Wiggins and McTighe (2005).
Remember Bloom's Taxonomy when planning lessons. Use "identify" early on, then "evaluate" later (Anderson & Krathwohl, 2001). This method supports learners well and matches cognitive load theory (Sweller, 1988). Avoid mixing verbs like these in single learning aims.
Match assessment to taxonomy verbs for practical use. If learners "compare," let them analyse, not just recall (Bloom, 1956). For "synthesise" or "design" objectives, use open tasks showing creative thought (Krathwohl, 2002). Aligning objectives, teaching, and assessment builds good learning.
References
Bloom, B. (1956). Taxonomy of educational objectives.
Further Reading
- Bloom's taxonomy research
- Cognitive domain classification
- Learning objectives design
- Bloom's Taxonomy research
- Cognitive domains
- Learning objectives taxonomy
Bloom's Action Verbs Reference Chart
| Cognitive Level | Definition | Action Verbs | Question Stems |
|---|---|---|---|
| 1. Remember | Retrieve relevant knowledge from long-term memory | list, name, identify, recall, define, recognise, match, label, state, select, locate | What is.? Who was.? Where did.? When did.? List the.? Name the.? |
| 2. Understand | Construct meaning from instructional messages | explain, summarise, interpret, paraphrase, classify, describe, discuss, illustrate, compare | Explain how.? Summarise.? What does this mean.? Describe in your own words.? |
| 3. Apply | Carry out or use a procedure in a given situation | apply, use, solve, demonstrate, implement, execute, calculate, show, complete, illustrate | How would you use.? Apply this to.? Solve using.? What would happen if.? |
| 4. Analyse | Break material into parts and determine relationships | analyse, compare, contrast, distinguish, examine, categorise, deconstruct, differentiate, organise | What are the parts.? How does this compare.? What is the relationship.? Why did.? |
| 5. Evaluate | Make judgements based on criteria and standards | evaluate, judge, justify, critique, assess, argue, defend, prioritise, recommend, rate | Do you agree that.? What is your opinion.? Which is most important.? Justify your answer. |
| 6. Create | Put elements together to form a coherent whole | create, design, construct, develop, compose, produce, generate, plan, invent, formulate | Design a.? Create a new.? What would you propose.? How would you improve.? |
Anderson and Krathwohl's (2001) Bloom's Taxonomy helps. Use its verbs to create clear learning goals. Design assessments which challenge each learner well.
