Bloom’s Revised Taxonomy of Cognitive Development Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels. In the 1990’s a student of Bloom’s revised the taxonomy to represent the 21st century student.  The six levels were renamed to verbs and the top two levels were switched in order. Descriptions of the six levels as well as verb examples that represent intellectual activity are listed here.

Remembering is defined as retrieving, recognizing, and recalling relevant knowledge from long-term memory; remembering previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.
Verbs: arrange, define, duplicate, find, label, list, locate, memorize, name, order, relate, recall, recognize, repeat

Understanding is defined constructing meaning from oral, written, and graphic messages. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.
Verbs: classify, describe, discuss, explain, express, identify, indicate, interpret, locate, paraphrase, recognize, report, review, select, summarize, translate

Applying refers to the ability to use learned material in new and concrete situations; to carry out a procedure. This may include the application of such things as rules, methods, concepts, principles, laws, and theories.
Verbs: apply, carry out, choose, demonstrate, dramatize, employ, execute, illustrate, implement, operate, practice, schedule, sketch, solve, use, write

Analyzing refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.
Verbs: analyze, calculate, categorize, compare, contrast, criticize, deconstruct, differentiate, discriminate, distinguish, examine, experiment, question

Evaluating is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.
Verbs: appraise, argue, assess, attach, choose, critique, defend, estimate, evaluate, judge, predict, rate, select, support, test, value

Creating refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area are highest in the cognitive hierarchy and stress creative behaviors, with major emphasis on the formulation of new patterns or structures.
Verbs: assemble, collect, compose, construct, create, design, develop, devise, formulate, invent, make, manage, organize, plan, prepare, produce, propose, set up, write

References:

Major categories in the cognitive domain of the taxonomy of educational objectives (Bloom, 1956)

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives. New York: Longman.

Additional Information on: Developing Learning Objectives; Bloom’s Revised Taxonomy; Bloom’s Digital Taxonomy Map