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When I first introduce Bloom’s Taxonomy to my students, I watch their faces light up. Suddenly, the difference between “understand” and “create” isn’t vague — it’s concrete, with a specific verb and specific outcome. As a teacher and as a learner, Bloom’s Taxonomy has become my roadmap for asking better questions and setting clearer goals. The six levels give you a ladder: you start at the bottom (remembering facts), climb through understanding and applying, and eventually reach the top where you’re designing and inventing something entirely new.
This guide maps all six levels with action verbs for each. You’ll see exactly which verbs correspond to which cognitive level, discover how to write better learning objectives, learn how to apply the taxonomy in your own lessons, and avoid the most common mistakes when using Bloom’s verbs. Whether you’re designing a lesson, writing test questions, or trying to understand your own learning progression, this toolkit gives you the framework.
Key Takeaways
- Six levels, hierarchical — Remembering → Understanding → Applying → Analyzing → Evaluating → Creating. Each level builds on the one below.
- Action verbs matter — each level has specific verbs that describe the cognitive skill required: recall, explain, demonstrate, analyze, judge, create.
- Learning objectives must align — if you want students to “analyze,” the verb in your learning objective must be “analyze,” and your assessment must test analysis, not just recall.
- Higher levels require understanding — you can’t analyze without understanding; you can’t create without having applied. The hierarchy is real.
- Use this for lesson planning — identify the level you want, choose the right verb, write the objective, then design assessment that matches.
Understanding Bloom’s Taxonomy
Bloom’s Taxonomy is a framework created by educator Benjamin Bloom in 1956 to categorise educational goals into levels of cognitive complexity. Think of it as a pyramid: the base is simple and broad (remembering facts), and as you climb, each level requires more complex thinking until you reach the peak (creating new ideas).
The key insight is that these levels are hierarchical . You must master lower levels before moving to higher ones. You can’t analyze something you don’t understand, and you can’t create without having applied knowledge first. This is why Bloom’s Taxonomy is so powerful for teaching — it gives you a roadmap for building skill in the right order.
The Six Levels and Their Verbs
Level 1: Remembering
At the base, students recall facts, definitions, names, dates, and other information from memory. This is the simplest cognitive level but essential — you can’t do anything more complex without knowing basic facts.
Common verbs: Define, list, name, recall, recognise, state, repeat, memorise.
Example learning objective: “By the end of this lesson, students will be able to list the eight parts of speech.”
Assessment example: A matching quiz: “Match the word to its part of speech.”
Classroom example: “Students, name five irregular past tense verbs.” This tests simple recall.
Level 2: Understanding
Students now demonstrate comprehension — they can explain concepts, interpret information, summarise ideas, and translate from one form to another. Understanding means you get the “why” behind the facts, not just the facts themselves.
Common verbs: Explain, describe, interpret, summarise, paraphrase, classify, convert.
Example learning objective: “By the end of this lesson, students will be able to explain the difference between active and passive voice.”
Assessment example: “Write three sentences showing active voice, then convert them to passive voice and explain what changed.”
Classroom example: “Paraphrase that sentence in your own words.” This tests whether students grasp the meaning, not just the original wording.
Level 3: Applying
Students use knowledge they’ve learned to solve new problems, complete tasks, or handle situations they haven’t encountered before. Applying is where learning moves from abstract to practical.
Common verbs: Apply, demonstrate, solve, use, implement, calculate, illustrate, construct.
Example learning objective: “By the end of this lesson, students will be able to apply subject-verb agreement rules to write grammatically correct sentences.”
Assessment example: “Write five original sentences about your day, ensuring subject-verb agreement in each one.”
Classroom example: “Use the present perfect tense to describe your week so far.” This takes grammar rules the student understands and asks them to use it in a new context.
Level 4: Analyzing
Students break complex information into parts, identify relationships between those parts, and understand the structure of what they’re studying. Analyzing means examining how and why, not just what.
Common verbs: Analyse, compare, contrast, differentiate, distinguish, infer, categorise, examine.
Example learning objective: “By the end of this lesson, students will be able to analyse a poem for metaphor, symbolism, and rhyme scheme.”
Assessment example: “Read this short story. Compare the protagonist’s motivation at the beginning and end. What has changed and why?”
Classroom example: “Contrast the grammar of Spanish and English. Which has more irregular verbs?” This requires analysis of language structures.
Level 5: Evaluating
Students make judgements about information based on criteria they can justify. Evaluating means assessing quality, worth, or validity — and being able to defend that assessment with evidence.
Common verbs: Evaluate, judge, critique, assess, justify, defend, rate, decide.
Example learning objective: “By the end of this lesson, students will be able to evaluate the effectiveness of a persuasive essay based on clarity, evidence, and logical flow.”
Assessment example: “Read two student essays on the same topic. Which is more persuasive and why? Use specific examples to justify your answer.”
Classroom example: “Critique this paragraph. Does it have a clear topic sentence? Is the evidence relevant?” This requires the student to judge quality using specific criteria.
Level 6: Creating
At the top, students generate new ideas, products, or ways of combining information. Creating is the highest level of thinking — students design, invent, compose, or develop something original.
Common verbs: Create, design, develop, invent, compose, construct, produce, plan.
Example learning objective: “By the end of this lesson, students will be able to create an original short story that uses dialogue, flashback, and at least three figures of speech.”
Assessment example: “Write and illustrate an original children’s book about learning a new language. Your book must include rhyme and at least five target vocabulary words.”
Classroom example: “Design a lesson plan to teach the past perfect to a beginner student.” This asks learners to create something original based on their accumulated knowledge.
How to Use Bloom’s Verbs in Your Own Learning
Step 1: Identify Your Learning Goal
Start by asking: “What do I need to be able to do?” Are you trying to remember vocabulary for a test? Understand grammar rules? Analyse a text? Create your own writing?
This reveals your level on Bloom’s Taxonomy. Different goals require different cognitive levels.
Step 2: Choose the Right Verb
Once you know the level, select the verb that matches. If you want to understand something, verbs like “explain” and “describe” are appropriate. If you want to analyse something, “compare,” “contrast,” and “differentiate” are better.
Using the right verb keeps you focused and makes your goal measurable.
Step 3: Write a Clear Learning Objective
Use the structure: “By the end of this [lesson/unit/course], I will be able to [verb] [what].”
Examples:
- “By the end of this week, I will be able to recall 20 new vocabulary words.”
- “By the end of this unit, I will be able to apply past tense rules to original sentences.”
- “By the end of this course, I will be able to analyse complex English text and evaluate writing quality.”
Step 4: Design Assessment That Matches
Your assessment must test the same level as your objective. If your objective uses “create,” your test can’t just ask questions about facts.
For a “recall” objective: use a multiple-choice or matching quiz.
For an “apply” objective: ask them to use the knowledge in a new situation.
For an “analyse” objective: ask them to break something down and examine relationships.
For a “create” objective: ask them to design or invent something original.
Common Mistakes Using Bloom’s Verbs
✗ Incorrect: Writing a learning objective with “understand” when you mean “apply.” Example: “Students will understand fractions.” This is vague. You don’t know if students can apply fractions or just recall definitions.
✓ Correct: “Students will solve word problems involving fractions.” Now it’s clear — they need to apply fraction knowledge, not just understand it.
Why: “Understand” is vague; specific verbs from each level are measurable and clear.
✗ Incorrect: Using “appreciate” or “enjoy” as a learning objective verb. “Students will appreciate poetry.” These are unmeasurable and vague.
✓ Correct: “Students will analyse a poem for metaphor and create their own poem using similar literary devices.”
Why: Measurable verbs from Bloom’s Taxonomy let you know if learning actually happened. “Appreciate” is an attitude, not a cognitive skill you can assess.
✗ Incorrect: Designing a lesson where all activities are at the “remember” level, then hoping students reach “create” by the end. “Write a definition of verb, memorise 10 verbs, list verbs in sentences, repeat them aloud.”
✓ Correct: Scaffold through the levels. Levels 1–2 (remember, understand): define verbs and explore examples. Levels 3–4 (apply, analyse): use verbs in writing and compare how different verbs change meaning. Levels 5–6 (evaluate, create): critique writing and design original sentences.
Why: Students need to climb the pyramid. Jumping straight to “create” without the foundation of the lower levels leads to frustration and shallow work.
Bloom’s Verbs Reference Chart
| Level | Common Verbs | Example Assessment |
|---|---|---|
| 1. Remembering | Define, list, name, recall, recognise, state, repeat, memorise | Matching quiz, flashcard drill, recitation |
| 2. Understanding | Explain, describe, interpret, summarise, paraphrase, classify, convert | Summary paragraph, explanation essay, concept map |
| 3. Applying | Apply, demonstrate, solve, use, implement, calculate, illustrate, construct | Problem-solving task, original sentence writing, practical scenario |
| 4. Analysing | Analyse, compare, contrast, differentiate, distinguish, infer, categorise, examine | Comparative essay, text analysis, graphic organiser showing relationships |
| 5. Evaluating | Evaluate, judge, critique, assess, justify, defend, rate, decide | Critiquing writing, defending position with evidence, peer review |
| 6. Creating | Create, design, develop, invent, compose, construct, produce, plan | Original writing, design project, solution to open-ended problem |
Sample Dialogue: Teacher Planning a Lesson
Teacher A: I want to teach past perfect. What should my learning objective be?
Teacher B: First, ask: do you want students to just remember the structure, or actually use it? That determines your Bloom’s level.
Teacher A: I want them to use it correctly in their writing. Maybe analyse when to use it versus simple past.
Teacher B: Perfect. So your objective might be: “Students will apply past perfect in original sentences and analyse when it’s needed.” That’s levels 3 and 4.
Teacher A: And the assessment?
Teacher B: Have them write a paragraph about a memory — but include both past perfect and simple past — then explain why they chose each one. That tests both application and analysis.
Teacher A: Brilliant. That’s so much clearer than just “teach past perfect.”
Quick Quiz
- Match each Bloom’s level to its primary verb: (A) Create, (B) Analyse, (C) Remember, (D) Understand, (E) Apply, (F) Evaluate. Levels: 1___, 2___, 3___, 4___, 5___, 6___
- If a learning objective says “Students will understand subject-verb agreement,” what’s the problem, and how would you rewrite it?
- You want to assess whether students can create their own persuasive essay. Which Bloom’s level does this test, and what verb should appear in your objective?
- Give an example of a learning activity for each of these Bloom’s levels: remembering, applying, and evaluating.
- Why is Bloom’s Taxonomy hierarchical, and what does this mean for lesson planning?
Answers: 1. 1-C, 2-D, 3-E, 4-B, 5-F, 6-A · 2. “Understand” is too vague. Rewrite: “Students will apply subject-verb agreement rules to write grammatically correct sentences” or “Students will analyse sentences and correct subject-verb errors” · 3. Level 6 (Creating). Objective: “Students will create an original persuasive essay using evidence and logical reasoning.” · 4. Remembering: flashcard drill of vocabulary. Applying: write sentences using target grammar. Evaluating: critique peer writing using specific criteria. · 5. The hierarchy means you must master lower levels before higher ones. For lesson planning: scaffold activities from remember → understand → apply → analyse → evaluate → create, not jumping straight to creation.
Related Articles
- ↑ Master Pillar: English Vocabulary
- English Vocabulary Topics — broader ESL reference
- ↑ Back to pillar: English Vocabulary Topics (Pillar)
Frequently Asked Questions
Can learning happen out of order? Can students create before they remember?
Not effectively. While students technically could create something, it would be shallow without the foundation of facts and understanding. Bloom’s hierarchy reflects how brains actually learn — you need building blocks before you can build something complex. However, in project-based learning, you can spiral through the levels (remember some facts, understand concepts, apply them, analyse results, then refine your creation), cycling through rather than completing each level separately.
How do I know which Bloom’s level is appropriate for my students?
Consider your students’ current level and your course timeline. Beginners might focus on levels 1–3 (remembering, understanding, applying). Intermediate students can handle levels 3–5 (applying, analysing, evaluating). Advanced students should reach level 6 (creating). Mix levels within a lesson — don’t stay at “remember” for an entire unit, but don’t jump straight to “create” without scaffolding.
Is “Bloom’s Taxonomy” the only learning framework I should use?
Bloom’s is powerful and widely used, but it’s not the only framework. Other options include Gardner’s Multiple Intelligences, Bloom’s Revised Taxonomy (updated 2001 with “creating” at the top instead of “evaluation”), and SOLO Taxonomy (Structure of Observed Learning Outcomes). Many teachers combine frameworks. Bloom’s is a great starting point because it’s intuitive and actionable.
How can I use Bloom’s Taxonomy for self-assessment as a learner?
Ask yourself: Can I remember the facts? Can I explain them? Can I use them in new situations? Can I analyse their relationships? Can I judge their quality? Can I create something new? Working through these questions honestly shows where your learning is strong and where you need more practice. This self-assessment is invaluable for independent study.
Do all subjects fit Bloom’s Taxonomy, or is it just for academic topics?
Bloom’s works for any domain — language, science, cooking, sports, music, business. The levels are universal cognitive skills. You can remember a recipe, understand why ingredients work, apply the recipe to new dishes, analyse why techniques matter, evaluate quality of results, and create your own recipes. The framework adapts everywhere.
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