{"id":2819,"date":"2026-10-21T08:23:59","date_gmt":"2026-10-21T12:23:59","guid":{"rendered":"https:\/\/www.citadel.edu\/ceitl\/?page_id=2819"},"modified":"2026-10-22T11:54:30","modified_gmt":"2026-10-22T15:54:30","slug":"writing-learning-outcomes-with-blooms-taxonomy","status":"publish","type":"page","link":"https:\/\/www.citadel.edu\/ceitl\/writing-learning-outcomes-with-blooms-taxonomy\/","title":{"rendered":"Writing Learning Outcomes with Bloom\u2019s Taxonomy"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Learning outcomes describe what students will be able to do by the end of a course, module, or lesson. Strong outcomes are measurable and observable, so you and your students can tell whether they have been met. Bloom\u2019s Taxonomy (Bloom et al., 1956) helps you write those outcomes, choose assessments that match them, and ask questions that build higher-order thinking.<\/p>\n\n\n\n<h2 id=\"h-how-to-write-a-learning-outcome\" class=\"wp-block-heading\">How to Write a Learning Outcome<\/h2>\n\n\n\n<h3 id=\"h-write-for-the-student\" class=\"wp-block-heading\">Write for the Student<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">A learning outcome describes what the student will be able to do, not what the instructor will teach or what the course will cover. Start each outcome with \u201cStudents will be able to\u2026\u201d<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Instead of:<\/strong> This course covers the major theories of leadership.<\/li>\n\n\n\n<li><strong>Write:<\/strong> Students will be able to compare two leadership theories using a case study.<\/li>\n<\/ul>\n\n\n\n<h3 id=\"h-make-it-measurable-and-observable\" class=\"wp-block-heading\">Make It Measurable and Observable<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Every outcome should name something students do that you can see, hear, or review, and then assess.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Observable<\/strong> means you can see or hear the student do it, through a product, performance, or response.<\/li>\n\n\n\n<li><strong>Measurable<\/strong> means you can assess how well the student did it, with a rubric, answer key, or set of criteria.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Use this formula: Students will be able to + one measurable action verb + what they will do.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Not measurable:<\/strong> Students will understand the concept of photosynthesis.<\/li>\n\n\n\n<li><strong>Measurable:<\/strong> Students will be able to explain the process of photosynthesis, including the inputs, outputs, and the role of light.<\/li>\n<\/ul>\n\n\n\n<h3 id=\"h-use-one-verb-per-outcome\" class=\"wp-block-heading\">Use One Verb per Outcome<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Each outcome should describe one action. Avoid joining verbs with \u201cand,\u201d \u201cor,\u201d or \u201cand\/or.\u201d When an outcome has two verbs, you can\u2019t tell which one a student met, so split it into two outcomes.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Instead of:<\/strong> Students will be able to identify and evaluate primary sources.<\/li>\n\n\n\n<li><strong>Write:<\/strong> Students will be able to identify primary sources.<\/li>\n\n\n\n<li><strong>And:<\/strong> Students will be able to evaluate the reliability of primary sources.<\/li>\n<\/ul>\n\n\n\n<h3 id=\"h-avoid-words-you-cannot-see-or-measure\" class=\"wp-block-heading\">Avoid Words You Cannot See or Measure<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Words that describe what happens inside a student\u2019s head cannot be observed or measured. Do not use: appreciate, believe, comprehend, conceptualize, experience, explore, feel, hear, know, learn, listen, perceive, realize, see, self-actualize, think, understand, or use. Always use a verb, not a noun.<\/p>\n\n\n\n<h3 id=\"h-check-your-outcome\" class=\"wp-block-heading\">Check Your Outcome<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\" id=\"h-before-you-finalize-an-outcome-ask-yourself\">Before you finalize an outcome, ask yourself:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Is it written from the student\u2019s point of view?<\/li>\n\n\n\n<li>Does it use one action verb?<\/li>\n\n\n\n<li>Could I see or hear a student do this?<\/li>\n\n\n\n<li>Could I assess how well a student did it?<\/li>\n\n\n\n<li>Does the verb match the level of thinking I expect?<\/li>\n<\/ol>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h2 id=\"h-the-six-levels-of-bloom-s-taxonomy\" class=\"wp-block-heading\">The Six Levels of Bloom\u2019s Taxonomy<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The revised taxonomy (Anderson &amp; Krathwohl, 2001) organizes thinking from basic to complex:<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th>Level<\/th><th>What students do<\/th><th>Sample verbs<\/th><th>Sample assessment<\/th><\/tr><\/thead><tbody><tr><td>Remembering<\/td><td>Recall information<\/td><td>define, list, identify<\/td><td>Quiz<\/td><\/tr><tr><td>Understanding<\/td><td>Explain ideas or concepts<\/td><td>explain, summarize, classify<\/td><td>Summary<\/td><\/tr><tr><td>Applying<\/td><td>Use information in another situation<\/td><td>apply, solve, demonstrate<\/td><td>Lab or demonstration<\/td><\/tr><tr><td>Analyzing<\/td><td>Break information into parts to explore relationships<\/td><td>compare, differentiate, examine<\/td><td>Case study<\/td><\/tr><tr><td>Evaluating<\/td><td>Justify a decision or course of action<\/td><td>critique, defend, justify<\/td><td>Argument or debate<\/td><\/tr><tr><td>Creating<\/td><td>Generate new ideas, products, or ways of viewing things<\/td><td>design, construct, propose<\/td><td>Project or proposal<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Remembering, understanding, and applying are often called lower-order thinking skills. Analyzing, evaluating, and creating are higher-order thinking skills.<\/p>\n\n\n\n<h3 id=\"h-include-a-mix-of-levels\" class=\"wp-block-heading\">Include a Mix of Levels<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Courses at every level, from introductory to graduate, should include a mix of lower- and higher-order thinking. Students need a foundation of knowledge and understanding, and they also need opportunities to analyze, evaluate, and create with what they learn. To connect higher-order thinking to real-world tasks, see <a href=\"https:\/\/www.citadel.edu\/ceitl\/designing-real-world-learning\/\">Designing Real-World Learning<\/a>.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h2 id=\"h-verbs-assessments-and-questions-by-level\" class=\"wp-block-heading\">Verbs, Assessments, and Questions by Level<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Select a level to see sample verbs, assessments, and questions.<\/p>\n\n\n\n<div class=\"wp-block-coblocks-accordion\">\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\"><strong>Remembering<\/strong><\/summary><div class=\"wp-block-coblocks-accordion-item__content\">\n<p class=\"wp-block-paragraph\">Recognizing, listing, describing, retrieving, naming, and finding information.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action verbs:<\/strong> arrange, choose, cite, compile, define, describe, give examples, group, identify, label, list, locate, match, name, quote, recall, recite, record, repeat, reproduce, select, sequence, underline, write<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Assessments:<\/strong> definitions, facts, fill in the blank, labeling, listing, matching, multiple choice, pre- and post-tests, quizzes and tests, reproductions, true or false, workbooks and worksheets<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Question stems:<\/strong> What happened after\u2026? How many\u2026? What is\u2026? Who\u2026? Can you name\u2026? Which is true or false?<\/p>\n<\/div><\/details><\/div>\n\n\n\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\"><strong>Understanding<\/strong><\/summary><div class=\"wp-block-coblocks-accordion-item__content\">\n<p class=\"wp-block-paragraph\">Interpreting, summarizing, paraphrasing, classifying, and explaining.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action verbs:<\/strong> articulate, ask, calculate, categorize, convert, demonstrate, describe, discuss, estimate, explain, generalize, give examples, identify, illustrate, indicate, interpret, locate, paraphrase, predict, report, retell, specify, summarize, tell, translate<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Assessments:<\/strong> biographies, debates, definitions, diagrams, discussion boards, dramatizations, examples, explanations, labeling, listing, matching, minute papers, multiple choice, outlines, presentations, quizzes and tests, recitations, short answer, speeches, story problems, summaries, true or false<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Question stems:<\/strong> Can you write it in your own words? How would you explain\u2026? What could happen next? Who do you think\u2026? What was the main idea\u2026?<\/p>\n<\/div><\/details><\/div>\n\n\n\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\"><strong>Applying<\/strong><\/summary><div class=\"wp-block-coblocks-accordion-item__content\">\n<p class=\"wp-block-paragraph\">Implementing, carrying out, using, and executing.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action verbs:<\/strong> adapt, apply, calculate, change, chart, compute, demonstrate, devise, dramatize, draw, establish, experiment, identify, illustrate, implement, interview, list, make, manipulate, modify, organize, perform, practice, prepare, produce, sequence, show, sketch, solve, teach<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Assessments:<\/strong> compare and contrast, concept maps, demonstrations, diagrams, essays, experiments, illustrations, interviews, journals, labs, lessons, maps, models, performances, posters, predictions, presentations, pro and con, projects, reports, role plays, scrapbooks, simulations, speeches<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Question stems:<\/strong> Do you know of another instance where\u2026? Can you group\u2026? Which factors would you change\u2026? What questions would you ask of\u2026? From the information given, can you develop a set of instructions about\u2026?<\/p>\n<\/div><\/details><\/div>\n\n\n\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\"><strong>Analyzing<\/strong><\/summary><div class=\"wp-block-coblocks-accordion-item__content\">\n<p class=\"wp-block-paragraph\">Comparing, organizing, deconstructing, interrogating, and finding relationships.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action verbs:<\/strong> analyze, calculate, categorize, characterize, classify, compare, contrast, correlate, debate, deduce, diagram, differentiate, discriminate, distinguish, examine, experiment, group, infer, interpret, investigate, order, organize, outline, question, sequence, solve, survey<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Assessments:<\/strong> briefs, case studies, charts, checklists, databases, diagrams, discussions, essays, evaluations, graphs, illustrations, investigations, journals, labs, lists, outlines, plans, presentations, projects, questionnaires and surveys, reflections, reports, reviews, speeches, spreadsheets, summaries<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Question stems:<\/strong> Which events could not have happened? How is\u2026 similar to\u2026? What are some other outcomes? Why did\u2026 occur? What was the problem with\u2026?<\/p>\n<\/div><\/details><\/div>\n\n\n\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\"><strong>Evaluating<\/strong><\/summary><div class=\"wp-block-coblocks-accordion-item__content\">\n<p class=\"wp-block-paragraph\">Checking, hypothesizing, critiquing, experimenting, and judging.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action verbs:<\/strong> appraise, argue, assess, choose, compare, conclude, criticize, critique, debate, decide, defend, determine, estimate, evaluate, hypothesize, judge, justify, predict, prioritize, prove, rate, recommend, support, validate<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Assessments:<\/strong> arguments, case studies, conclusions, debates, discussions, editorials, essays, investigations, journals, judgments and verdicts, labs, opinions, peer reviews, presentations, projects, recommendations, reflections, reports, research, simulations, speeches, surveys<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Question stems:<\/strong> Is there a better solution to\u2026? What do you think about\u2026? Do you think\u2026 is a good or bad thing? How would you feel if\u2026? How effective are\u2026? What are the pros and cons of\u2026?<\/p>\n<\/div><\/details><\/div>\n\n\n\n<div class=\"wp-block-coblocks-accordion-item\"><details><summary class=\"wp-block-coblocks-accordion-item__title\"><strong>Creating<\/strong><\/summary><div class=\"wp-block-coblocks-accordion-item__content\">\n<p class=\"wp-block-paragraph\">Designing, constructing, planning, producing, and inventing.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action verbs:<\/strong> act, adapt, arrange, assemble, build, combine, compose, construct, create, design, develop, devise, formulate, generate, improve, infer, invent, modify, plan, predict, prepare, produce, propose, reorganize, revise, show, write<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Assessments:<\/strong> advertisements, blueprints, cartoons, collaborative assignments, collages, creative writing, experiments, films and videos, formulas, games, internships, inventions, newspapers, paintings, plans, plays, poems, portfolios, projects, proposals, research, service learning, songs, stories<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Question stems:<\/strong> Can you design a\u2026 to\u2026? Can you see a possible solution to\u2026? How would you devise your own way to\u2026? What would happen if\u2026? How many ways can you\u2026? Can you create new and unusual uses for\u2026?<\/p>\n<\/div><\/details><\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h2 id=\"h-connect-outcomes-to-your-course\" class=\"wp-block-heading\">Connect Outcomes to Your Course<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Course outcomes should guide your module outcomes, activities, and assessments. See <a href=\"https:\/\/www.citadel.edu\/ceitl\/course-design-and-alignment\/\">Course Design and Alignment<\/a> and <a href=\"https:\/\/www.citadel.edu\/ceitl\/assessment-grading-and-rubrics\/\">Assessment, Grading, and Rubrics<\/a>. Measurable outcomes are also part of the <a href=\"https:\/\/www.citadel.edu\/ceitl\/online-course-reviews\/\">online course review<\/a> for online courses.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Clear, observable outcomes matter even more as generative AI becomes part of students\u2019 lives. They spell out what students must be able to do themselves, which helps you decide where AI can support learning and where students need to show their own thinking. See <a href=\"https:\/\/www.citadel.edu\/ceitl\/teaching-in-the-age-of-ai\/\">Teaching in the Age of AI<\/a>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Want help writing or revising your outcomes? Schedule a <a href=\"https:\/\/www.citadel.edu\/ceitl\/training-support-services\/\">course design and teaching consultation<\/a>.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<h2 id=\"h-sources\" class=\"wp-block-heading\">Sources<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Anderson, L. W., &amp; Krathwohl, D. R. (Eds.). (2001). <em>A taxonomy for learning, teaching, and assessing: A revision of Bloom\u2019s taxonomy of educational objectives.<\/em> Longman.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., &amp; Krathwohl, D. R. (1956). <em>Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain.<\/em> David McKay.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<p class=\"wp-block-paragraph\">Have a question? <a href=\"https:\/\/www.citadel.edu\/ceitl\/contact-us\/\">Contact CEITL<\/a> by phone, email, or in person in Bond Hall, Room 363.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Learning outcomes describe what students will be able to do by the end of a course, module, or lesson. Strong outcomes are measurable and observable, so you and your students [&hellip;]<\/p>\n","protected":false},"author":34,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","_EventAllDay":false,"_EventTimezone":"","_EventStartDate":"","_EventEndDate":"","_EventStartDateUTC":"","_EventEndDateUTC":"","_EventShowMap":false,"_EventShowMapLink":false,"_EventURL":"","_EventCost":"","_EventCostDescription":"","_EventCurrencySymbol":"","_EventCurrencyCode":"","_EventCurrencyPosition":"","_EventDateTimeSeparator":"","_EventTimeRangeSeparator":"","_EventOrganizerID":[],"_EventVenueID":[],"_OrganizerEmail":"","_OrganizerPhone":"","_OrganizerWebsite":"","_VenueAddress":"","_VenueCity":"","_VenueCountry":"","_VenueProvince":"","_VenueState":"","_VenueZip":"","_VenuePhone":"","_VenueURL":"","_VenueStateProvince":"","_VenueLat":"","_VenueLng":"","_VenueShowMap":false,"_VenueShowMapLink":false,"footnotes":""},"class_list":["post-2819","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.0 (Yoast SEO v28.0) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Writing Learning Outcomes with Bloom\u2019s Taxonomy - Center for Excellence and Innovation in Teaching and Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.citadel.edu\/ceitl\/writing-learning-outcomes-with-blooms-taxonomy\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Writing Learning Outcomes with Bloom\u2019s Taxonomy\" \/>\n<meta property=\"og:description\" content=\"Learning outcomes describe what students will be able to do by the end of a course, module, or lesson. 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