Verb List for Writing Behavioral Objectives

Goals and objectives are critical to planning educational experiences. A goal is a general
description of what the learner will gain from instruction; an objective is a statement in specific
and measurable terms that describes what the learner will know or be able to do as a result of
the learning activity. Objectives serve as guides in planning, delivering, and evaluating
instruction. They help learners know what is expected of them and help them prioritize
content. They provide a template for tests and other evaluation tools. Learning objectives
typically are composed of four parts, also known as the ABCD’s of objective writing:

A = audience who
B = behavior will do what (in measurable terms)
C = condition under what conditions
D = degree how much, or how well, or both

The most important component of a learning objective is the action verb that specifies the
performance required. When creating objectives, the more precise the action verb the better.
When choosing verbs for objectives, the emphasis is on sing verbs that are specific and
unambiguous. The three domains of learning objectives are: cognitive (knowledge),
psychomotor (skill), and affective (attitude)

Cognitive (Knowledge) Domain

The New Version of Bloom’s Taxonomy for Objectives in the Cognitive Domain
Level Cognitive process Verbs
Lower Level Objectives
Remembering Remembering learned define, list, state, name, recall, recite,
material repeat, state, point out, tell, write, cite
Understanding Explaining material that has identify, explain, recognize, discuss,
been learned describe, restate, express, translate,
review, paraphrase, summarize
Higher Level Objectives
Applying Using knowledge to find or apply, demonstrate, illustrate, interpret,
develop new solutions dramatize, illustrate, operate, practice,
perform, use, order, classify, utilize,
calculate, employ, interpolate, adapt,
consolidate, develop, extrapolate,
modify, predict
Analyzing The ability to break down analyze, categorize, compare,
material into parts so that is differentiate, examine, contrast, diagram,
organizational structure can distinguish, experiment, inspect,
be understood question, relate, test, infer, inventory,
audit, correlate, deduce, discriminate,
investigate, solve, verify
Evaluating Making decisions and choose, critique, rate, appraise, assess,
supporting views estimate, evaluate, judge, measure,
revise, score, select, value, determine,
grade, recommend, conclude, confirm,
justify, prioritize, prove, research,
validate, support
Creating Combining information, design, formulate, plan, manage,
concepts and theories construct, compose, arrange, create,
organize, plan, prepare, propose,
assemble, diagnose, generalize, integrate,
prescribe, produce, specify, build, devise,
generate, integrate, synthesize
After Waller K.V. Writing Instructional Objectives (see references)

Created by Teri L Turner, MD, MPH, MEd and Sandra M Sanguino, MD September 2013

Psychomotor Objectives:
Psychomotor (skill) objectives are easier to measure than affective or cognitive objectives
because they are readily observable. It is important to delineate the degree or standard of
performance expected. The degrees for performance of psychomotor objectives tend to be
very explicit to allow the learners
(and evaluators) to know if the objectives were achieved relative to standards. An example
would be, “The learner will intubate a child older than one year of age who does not have
underlying airway problems utilizing a curved blade. The outcome will be considered successful
if the learner performs the task within two attempts, does not break or dislodge any teeth, and
positions the tip of the endotracheal tube 5-15 mm above the carina.”
align integrate measure percuss disinfect
arrange collate palpate utilize assemble
hold close prepare perform dismantle
clean straighten insert repair tie
tighten manipulate operate extract standardize
compose react troubleshoot arrange prepare

Affective Objectives:
The affective domain involves attitudes, feelings, values, and beliefs. While this domain is very
important, it is also the most difficult to teach. Because objectives for the affective domain
involve attitudes, beliefs, and values, they are difficult to write and extremely difficult to
measure. Despite these limitations, every effort should be made to include affective objectives
when possible.
Level Judgment Verbs Example
Receiving Learners are Accept, acknowledge, attend The physician will
(attending) willing to receive (to) follow, listen, meet, listen attentively
the subject observe, receive while the patient
matter expresses his beliefs
about the cause of
his illness
Responding Learners prefer Agree, answer, ask, attempt, The resident will
the subject choose, comply, conform, answer a call for
matter cooperate, exhibit, help, notify, volunteers to work
offer, participate (in), read, with patients
respond, try displaced by
Hurricane
Katrina
Valuing Learners are Adopt, care (for), compliment, The physician will
committed to contribute, encourage, endorse, express appreciation
the subject foster, initiate, join, praise, for the contributions
matter propose, respect, seek, of all team members
subscribe, suggest support, in the care of his
thank, uphold, express patients
appreciation
Organization Learners are Collaborate, confer coordinate, The medical student
forming a life direct, establish, facilitate, will choose to eat
philosophy follow through, lead, manage, nutritious food over
organize, oversee, recommend, food obtained from
choose (to) the snack achiness
while in the hospital
Characterization The learners’ Act, advocate, challenge, The physician will
by value or values promote, promulgate, reject, habitually abide by
value complex consistently serve, strive, commit (to), the standards
guide their defend, empathize, enhance, outlined in the
behaviors endeavor, forgive, influence, Hippocratic Oath
without motivate, negotiate, persevere,
conscious persist, promulgate, profess,
forethought reject, serve, strive, volunteer
(for)

Created by Teri L Turner, MD, MPH, MEd and Sandra M Sanguino, MD September 2013
 Cognitive, Affective, and Psychomotor Domains
Grading

Cognitive Domain

According to various researchers, there are six levels of cognitive complexity: knowledge,
comprehension, application, analysis, synthesis, evaluation. In the chart below, note the
hierarchical arrangement, which means that higher levels subsume ability in lower levels. The
higher the level, the presumably more complex mental operation is required. Higher levels are
not necessarily more desirable than lower levels, because one cannot achieve the higher levels
without an ability to use the lower levels. As one moves up into higher levels, however, the
more applicable the skills are to those needed in daily life.

Action Verbs
Level Description Describing Learning
Outcomes
Evaluation Requires the formation of judgments and Appraise Judge
decisions about the value of methods, ideas, Compare Justify
people, products. Must be able to state the Contrast Support
bases for judgments (e.g., external criteria or Criticize Validate
principles used to reach conclusions.) Defend

Sample question: Evaluate the quality or

worth of a value as applied to pharmacy.
Synthesis Requires production of something unique or Categorize Devise
original. At this level, one is expected to Compile Formulate
solve unfamiliar problems in unique way, or Compose Predict
combine parts to form a unique or novel Create Produce
solution. Design

Sample question: Integrate data from several

sources (e.g., various readings and
observations at the service site).
Analysis Identification of logical errors (e.g., point out Break down Infer
contradictions, erroneous inference) or Deduce Outline
differentiate among facts, opinions, Diagram Point out
assumptions, hypotheses, conclusions. One is Differentiate Relate
expected to draw relations among ideas and to Distinguish Separate
compare and contrast. Illustrate Subdivide

Sample question: Deduce a client’s beliefs

regarding preventive health actions.
Application Use previously acquired information in a Change Organize
setting other than the one in which it was Compute Prepare
learned. Because problems at this level are Demonstrate Relate
presented in a different and applied way, one Develop Solve
cannot rely on content or context to solve the Modify Transfer
problem. Operate Use

Sample question: Organize your observations

at a site to demonstrate a particular value.
 Comprehension Some degree of understanding is required in Convert Extend
order to change the form of communication, Defend Generalize
translate, restate what has been read or heard, Discriminate Infer
see connections or relationships among parts Distinguish Paraphrase
of a communication (interpretation), draw Estimate Predict
conclusions, see consequences from Explain Summarize
information (inference).

Sample Question: Explain pharmaceutical

care.
Knowledge Remember or recall information such as facts, Define Name
terminology, problem-solving strategies, rulesDescribe Outline
Identify Recall
Sample question: Define pharmaceutical care. Label Recite
List Select
Match State
Borich, G.D. (1996). Effective teaching methods, 3rd Ed. Englewood cliffs, NJ: Merrill.

Affective Domain

Like the cognitive domain, the affective domain is hierarchical with higher levels being more
complex and depending upon mastery of the lower levels. With movement to more complexity,
one becomes more involved, committed, and self-reliant. Note the parallel between external and
internal motivation. As one moves from being externally to internally motivated, one moves to
higher levels.

Action Verbs Describing

Level Description Learning Outcomes
Characteri- All behavior displayed is consistent with Avoid
zation one’s value system. Values are Display
integrated into a pervasive philosophy Exhibit
that never allows expressions that are out Internalize
of character with those values. Manage
Evaluation at this level involves the Require
extent to which one has developed a Resist
consistent philosophy of life (e.g., Resolve
exhibits respect for the worth and dignity Revise
of human beings in all situations).
Organization Commitment to a set of values. This Abstract Formulate
level involves 1) forming a reason why Balance Select
one values certain things and not others, Compare Systemize
and 2) making appropriate choices Decide Theorize
between things that are and are not Define
valued. One is expected to organize likes
and preferences into a value system and
then to decide which ones will be
dominant.
Valuing Display behavior consistent with a single Act Express
belief or attitude in situations where one Argue Help
is neither forced or asked to comply. Convince Organize
One is expected to demonstrate a
 preference or display a high degree of Debate Prefer
certainty and conviction. Display
Responding One is required to comply with given Applaud Participate
expectations by attending or reacting to Comply Play
certain stimuli. One is expected to obey, Discuss Practice
participate, or respond willingly when Follow Volunteer
asked or directed to do something. Obey
Receiving One is expect to be aware of or to Attend Listen
passively attend to certain stimuli or Be aware Look
phenomena. Simply listening and being Control Notice
attentive are the expectations. Discern Share
Hear

Psychomotor Domain
This domain is given primarily for information. Other courses within the curriculum stress this
various levels of psychomotor performance (e.g., Clinical Skills Laboratory, Pharmacy Practice
I).

Psychomotor behaviors are performed actions that are neuromuscular in nature and demand
certain levels of physical dexterity.

Action Verbs Describing

Level Description Learning Outcomes
Naturali- High level of proficiency is necessary. Automatically
zation The behavior is performed with the least Spontaneously
expenditure of energy, becomes routine, Effortlessly With ease
automatic, and spontaneous. Naturally With
perfection
Professionally With poise
Routinely
Articulation Requires the display of coordination of a Confidence Smoothness
series of related acts by establishing the Coordination Speed
appropriate sequence and performing the Harmony Stability
acts accurately, with control as well as Integration Timing
with speed and timing. Proportion
Precision Requires performance of some action Accurately Proficiently
independent of either written instructions Errorlessly With balance
or a visual model. One is expected to Independently With control
reproduce an action with control and to
reduce errors to a minimum.
Manipulation Performance of an action with written or Align Place
verbal directions but without a visual Balance Repeat
model or direct observation. The action Follow Rest (on)
may be performed crudely or without Grasp Step (here)
neuromuscular coordination at this stage. Hold
Notice that the action verbs are the same
as those for the imitation stage. The
difference is that these actions are
performed with the aid of written and
 verbal instruction, not visual
demonstration.
Imitation The learner observes and then imitates an Align Place
action. These behaviors may be crude Balance Repeat
and imperfect. The expectation that the Follow Rest (on)
individual is able to watch and then repeat Grasp Step (here)
an action. Hold