Using the Outcome Verb to Make Instructional Decisions
There are two categories of outcome verbs: recall or application. Recall verbs indicate that participants will be asked to recall facts or details about a concept or topic. Application verbs indicate that participants will be asked to apply their recently acquired knowledge to a new situation. Often, lessons or units include a mix of recall and application verbs to allow participants to build their foundational knowledge so they can apply their learning by the course’s end. Refer to table 2 for a list of common recall and application verbs used in NHI training courses.
| Recall Verbs | Application Verbs |
|---|---|
| Arrange | Apply |
| Classify | Choose |
| Compare | Construct |
| Define | Create |
| Describe | Defend |
| Explain | Demonstrate |
| Identify | Derive |
| Label | Diagram |
| List | Differentiate |
| Locate | Illustrate |
| Match | Interpret |
| Name | Measure |
| Outline | Operate |
| Relate | Organize |
| Replace | Perform |
| Report | Set-up |
| Restate | Solve |
| Select | Test |
| Sequence | Translate |
| State | Use |
| Summarize |
Source: NHI (2018).
If a learning outcome begins with a recall verb like “explain,” such as in “Explain how dimensional variables affect global buckling capacity,” it suggests that the instructor should provide an explanation of the equation used to compute global buckling capacity and provide an opportunity for participants to substitute different variables to see the impact on the results. Then, participants should have an opportunity to discuss their findings with a partner or table group.
However, if the learning outcome begins with an application verb like “demonstrate,” such as in “Demonstrate how dimensional variables affect global buckling capacity,” it suggests a very different learning experience for participants. To demonstrate how changing the variables affects the equation results, participants would have to have access to 3D modeling software or other simulation method.