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Bloom’s Taxonomy — Quick Guide for Writing Learning Outcomes

Bloom’s taxonomy helps you choose action verbs that describe what learners should be able to do.

Use it as a guide — not a checklist.

How to use this

  • Start with what learners need to do in practice
  • Then choose a verb that reflects that action
  • Avoid vague verbs like understand, know, or learn unless you make them more specific

Bloom’s levels and example verbs

1. Remember

Use when learners need to recall information, terms, or basic facts.

Example verbs:

  • define
  • list
  • identify
  • name
  • recall
  • recognise

Example outcome:

Identify the main components of a system map.

2. Understand

Use when learners need to explain ideas, describe meaning, or make sense of concepts.

Example verbs:

  • explain
  • summarise
  • interpret
  • describe
  • classify
  • compare

Example outcome:

Explain the difference between outputs, outcomes, and impact.

3. Apply

Use when learners need to use knowledge, methods, or tools in a practical task.

Example verbs:

  • use
  • apply
  • demonstrate
  • implement
  • complete
  • carry out

Example outcome:

Apply backward design to structure a short training session.

4. Analyse

Use when learners need to examine relationships, identify patterns, or diagnose problems.

Example verbs:

  • analyse
  • distinguish
  • examine
  • diagnose
  • differentiate
  • investigate

Example outcome:

Analyse a training design to identify points of misalignment.

5. Evaluate

Use when learners need to make judgements based on criteria.

Example verbs:

  • evaluate
  • assess
  • justify
  • critique
  • prioritise
  • judge

Example outcome:

Evaluate whether a training activity provides meaningful evidence of learning.

6. Create

Use when learners need to produce, design, or adapt something new.

Example verbs:

  • design
  • create
  • develop
  • construct
  • adapt
  • produce

Example outcome:

Design a short training activity aligned with a learning outcome.

Important: You do NOT need to move through levels sequentially

Common misconception

Training does not need to progress step-by-step from remember → understand → apply → analyse → evaluate → create.

Choose the level that matches what learners actually need to do.

  • You can design directly for apply, analyse, or create
  • Not all training needs all levels
  • Lower levels are not always a prerequisite for higher levels

For example:

  • If learners need to use a tool, start at apply
  • If learners need to diagnose issues, start at analyse
  • If learners need to produce outputs, start at create

Practical guidance

Important

Higher Bloom’s levels are not automatically better.

Choose the level that matches what learners actually need to do in their real context.

For example:

  • If learners need to follow a process correctly, apply may be enough
  • If learners need to diagnose problems, analyse may be more appropriate
  • If learners need to develop their own materials or plans, create may be appropriate

Avoid vague learning outcomes

Avoid outcomes such as:

  • Understand climate data
  • Know the principles of good training
  • Learn about alignment

These do not make performance visible.

Make them more specific

Instead of:

  • Understand climate data

Use:

  • Interpret a local climate dataset to identify practical risks

Instead of:

  • Learn about alignment

Use:

  • Identify and correct misalignment between learning outcomes, activities, and assessment

Quick check for a strong learning outcome

A strong learning outcome is:

  • observable
  • action-oriented
  • relevant to practice
  • possible to assess

Reminder

Key principle

Choose verbs that match real-world performance.

The goal is not to sound academic. The goal is to make learning visible.

Further reading