(psychomotor and affective domains here)
|If you want to see if students KNOW the material, consider these verbs:||define, repeat, list, name, label, ask, observe, memorize, record, recall, fill in, listen, match, recite, select, draw|
|If you want to know if students UNDERSTAND, try these verbs:||restate, describe, explain, tell, identify, discuss, recognize, review, express, locate, report, estimate, distinguish, paraphrase, document, defend, generalize|
|If you are interested in a student's ability to APPLY learning, consider||change, compute, demonstrate, show, operate, use, solve, sequence, test, classify, translate, employ, construct, dramatize, illustrate, interpret, manipulate, write|
|If you want to assess student ability to ANALYZE, these are helpful verbs:||dissect, differentiate, calculate, contrast, debate, solve, appraise, experiment, diagram, inventory, relate, map, categorize, defend|
|If the student's ability to EVALUATE is your interest, consider these verbs:||compare, conclude, criticize, justify, support, state, discriminate, summarize, recommend, rate, decide, select|
|If you want to explore students' preparation to "pull it all together" or to SYNTHESIZE, here are some verbs to consider:||create, compose, propose, formulate, set up, assemble, construct, manage, invent, produce, hypothesize, plan, design, organize, prepare, speculate|
Once you have a draft of your course or program outcomes, you might ask students to read them and tell you what they mean. Their inevitable misunderstanding will help to refine and perfect the wording. Additionally, you might ask colleagues from another department or from another university to do the same thing.