Abstract
This study is a comparative analysis of the objective writing skills of pre-service teachers to determine the efficacy of utilizing a master verb list based on Bloom’s Taxonomy. Students enrolled in a mid-size university were asked to create a set of objectives to measure Bloom’s Taxonomy learning outcomes. One group received a master list of verbs categorized through research appropriately into learning levels. The other group received a variety of lists with conflicting verbs in categories. Students who received the master list were better able than their counterparts to write precise, clear and accurate objectives.
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