Verbs

In addition to the verbs below (organized by the Bloom's Taxonomy categories), refer to the Webb's Depth of Knowledge verbs.

__Sample learning outcome verbs may include:__ //identify, recognize, select, label, arrange, order, repeat, copy, duplicate, match, associate.// || True-false; Multiple choice; Matching items from two lists || __Sample learning outcome verbs may include:__ //recall, locate, retrieve, list, name, reproduce, state, describe, cite, recite, define, quote//. || Questions vary depending on the extent of providing hints and being placed within a larger context || __Sample learning outcome verbs may include__: //represent, interpret, clarify, paraphrase, reproduce, change, modify, convert, transform, translate, restate, rewrite, quantify//. || Construct or selecting given information in a different form (e.g. transforming a verbal representation of a system into a use-case diagram) || __Sample learning outcome verbs may include__: //give example, illustrate.// || Asking the student to give a constructed or selected example || __Sample learning outcome verbs may include__: //group, categorize, classify.// || Asking a student to pair an instance with a concept, principle, or category || __Sample learning outcome verbs may include__: //summarize, generalize, synthesize, assemble, combine, compile, integrate, consolidate.// || Asking a student to produce a theme or summary when presented with an information || __Sample learning outcome verbs may include__: //extrapolate, interpolate, predict, conclude, infer, deduce.// || Completion tasks - complete a series; Analogy tasks - complete an analogy; Oddity tasks - determining which of several items does not belong to a list || __Sample learning outcome verbs may include__: //compare, contrast, map, match, correlate.// || Mapping - showing correspondence between respective parts of two entities || __Sample learning outcome verbs may include__: //sequence, explain, diagnose, troubleshoot, repair, redesign, predict, prescribe.// || Reasoning - offering a reason for a given event; Troubleshooting - diagnosing the problem in a malfunctioning system; Redesigning - making changes in a system to accomplish some goal; Predicting - determining what effect a change in one part of a system will have on another part of a system || __Sample learning outcome verbs may include__: //carry out, calculate, compute, operate, process, execute, follow, perform, use, utilize, practice.// || Applying a well-known procedure to a familiar problem || __Sample learning outcome verbs may include__: //adapt, implement, demonstrate, determine, conduct.//. || Determining the procedure necessary for solving an unfamiliar problem || __Sample learning outcome verbs may include__: //select, discriminate, distinguish, differentiate, focus on, point out.// || Determining which parts in a given material are most important or relevant || __Sample learning outcome verbs may include__: //analyze, break down, organize, outline, sketch, draw, diagram, chart, tabulate, parse, separate, subdivide.// || Providing an outline, table, matrix, or hierarchical diagram || __Sample learning outcome verbs may include__: //attribute, ascribe, depict, describe, infer, deduce.// || Constructing or selecting a description of the author's point of view or intentions when presented with some written or oral material || __Sample learning outcome verbs may include__: //detect, monitor, coordinate, test.// || Detecting inconsistencies or logical flaws in presented information || __Sample learning outcome verbs may include__: //grade, score, judge, reason, appraise, assess, defend, estimate, argue, rank, rate, support, review, critique, justify, recommend, prove, disprove, refute, qualify, criticize, verify, evaluate, discuss.// || Evaluating a proposed solution or hypothesis; judging which of several methods provides a better solution to a problem || __Sample learning outcome verbs may include__: //generate, hypothesize, theorize, research, experiment, explore.// || Producing alternatives or hypotheses - generating alternative methods for achieving a particular result; Consequences tasks - listing all possible consequences of a certain event; Uses tasks - listing all possible uses for an object || __Sample learning outcome verbs may include__: //design, devise, solve, propose, formulate, plan, prepare, systematize, improve, innovate, refine.// || Developing a solution method, describing solution plans, or selecting solution plans for a given problem. || __Sample learning outcome verbs may include__: //write, construct, produce, compose, invent, create, program, build.// || Developing a novel product that satisfies a description || source: @http://www.sc.edu/cte/learningoutcomes/index.shtml
 * **Category** || **Action Verbs & Cognitive Processes** || **Assessment Formats** ||
 * **Remember** - retrieve relevant knowledge from long-term memory || **Recognizing** - comparing knowledge from long-term memory with presented information.
 * || **Recalling** - retrieving knowledge from long-term memory when presented with a question.
 * **Understand** - construct meaning from oral, written, and graphic communication || **Interpreting** - moving from one form of representation to another.
 * || **Exemplifying** - finding a specific example of a concept or principle.
 * || **Classifying** - placing something in category.
 * || **Summarizing** - synthesizing general points.
 * || **Inferring** - drawing a logical conclusion from the presented information.
 * || **Comparing** - detecting correspondences between two or more entities.
 * || **Explaining** - constructing a cause-and-effect model of a system.
 * **Apply -** carry out or use a procedure in a given situation || **Executing** (carrying out a procedure with a familiar task) - associated with the use of skills and algorithms, applies procedural knowledge.
 * || **Implementing** (using a procedure with an unfamiliar task) - associated with the use of techniques and methods, applies conceptual knowledge.
 * **Analyze** - break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose || **Differentiating** - distinguishing relevant from irrelevant parts or important from unimportant parts of presented material.
 * || **Organizing** - determining how elements fit within a structure.
 * || **Attributing** - determining a point of view, intent, purpose.
 * **Evaluate** - make judgments based on criteria and standards || **Checking** - detecting inconsistencies or fallacies within a process or product (internal inconsistency).
 * || **Critiquing** - detecting inconsistencies between a product and external criteria (external inconsistency).
 * **Create** - put elements together to form a structure or reorganize elements into a new structure || **Generating** - coming up with alternative hypotheses based on criteria.
 * || **Planning** - devising a procedure for accomplishing some task.
 * || **Producing** - inventing a product.