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• 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?
Summary of the revised version of Bloom’s Taxonomy with verbs for writing learning objectives at all levels of the cognitive, affective, and psychomotor domains.
The key here is to use verbs that indicate a clearly observable and measurable action. Appropriate action verbs for the cognitive, affective, and psychomotor domains are listed below.
There are three primary taxonomies of the psychomotor domain: Dave, R. (1967). Psychomotor domain. Berlin: International Conference of Educational Testing. Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain. Vol. 3. Washington, DC: Gryphon House.
This list of action verbs can be used in the development of program-level outcomes or course-level learning objectives in the cognitive domain. It is adapted from Jerrold Kemp’s “Shopping List of Verbs” (2014) and based upon Bloom’s Taxonomy of Learning.
Psychomotor Domain: ability to use motor skills that includes physical movement, reflex and coordination to develop techniques in execution, in accuracy and time. Mechanism. Intermediate level, develops proficiency and. proficiency and performs with accuracy. in different situations. action becomes habitual. Complex Overt Response.
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.
