GUIDELINES FOR DEVELOPING COMPETENCIES Format: 1. Begin with a present tense action verb. (Example: Convert picas to points and inches.) 2. Each action verb requires an object. (Example: Identify bacteria, fungi, and parasites.) (Verb followed by object) Each competency is measurable and/or observable. (Example: Describe general methods of child study by describing such procedures as longitudinal study, case study and correlational study.) Each competency is based on performance. (Example: Evaluate literacy genre from a historical perspective by comparing and contrasting the literary works in the 19th Century.) Do not use evaluative or relative adjectives. (Do not use words like good, effective, appropriate) Do not use evaluative or relative adverbs. (Do not use works like quickly, slowly, immediately.) Do not use qualifying phrases. (Do not use a phrase such as “Write with greater confidence.”) Say what you mean, using only necessary words.

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Content: 1. Use all domains as appropriate: cognitive, psychomotor and affective. 2. Build the level of learning from the lowest level to the highest level in each domain, e.g., from knowledge to evaluation in the cognitive domain; from imitation to naturalization in the psychomotor domain; and from receiving to characterizing in the affective domain. Organize similar knowledge, skill and abilities together into a competency, developing a smaller number of competencies rather than an extensive number of knowledge, skills and ability outcomes. Introduce the knowledge, skills and abilities required for transfer to upper division programs, or performance in career. Relate competencies to prerequisites and general education requirements. Include systematic, critical, and creative processes. Reinforce critical thinking and oral communication

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VERB LIST (Examples of Verbs Often Used to Write Competencies) COGNITIVE DOMAIN Levels of Learning
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

Define Describe Identify Label List Match Name Outline Provide Reproduce Select State

Acquire Convert Defend Distinguish Estimate Extend Generalize Give Examine Infer Paraphrase Predict Rewrite Summarize

Apply Change Compute Create

Break down Correct Diagram

Categorize Combine Compile

Appraise Compare Conclude Contrast Criticize Diagnose Discriminate Enhance Explain Justify Interpret Relate Research Summarize Support

Discriminate Create Devise Design Explain Generate Modifier Organize Plan Process Rearrange Reconstruct Relate Reorganize Revise Rewrite Sequence Summarize Tell

Demonstrate Discuss Discover Manipulate Modify Operate Predict Prepare Produce Relate Show Distinguish Identify Illustrate Infer Outline Point out Program Relate Review Select Separate Study Subdivide

Write * The levels of learning may vary depending upon use of verb. Verbs may be used in several domains.

VERB LIST
(Examples of Verbs Often Used to Write Competencies) PSYCHOMOTOR DOMAIN

Adjust Apply Assemble Build Calibrate Change Clean Combine Compose Compute Connect Construct Correct Create Debug Display Insert Install Map Operate Probe Repair Shade Transform Troubleshoot

Arrange Code Control Design Dismantle Display Drill Encapsulate Expand Fasten Fix Follow Frame Graph Grind Hammer Heat Input Interface Loop Maintain Organize Punch Support Switch Transmit Work

Administer Book Clip Derive Draw Focus Handle Identify Introduce Locate Manipulate Mend Mix Modify Nail Paint Preserve Point Sand Transport

Conduct Document Encircle Graph Pull Push Regulate Sculpt Set Sketch Slide Start Stir Transfer Use Vend Vocalize Weigh Work

* The levels of learning may vary depending upon use of verb. Verbs may be used in several domains.

VERB LIST (Examples of Verbs Often Used to Write Learning Competencies) AFFECTIVE DOMAIN Levels of Learning

RECEIVING Ask Choose Describe Follow Give Hold Identify Locate Name Point to Select Set erect Reply Use

RESPONDING Answer Assist Comply Conform Discuss Greet Help Label Perform Practice Present Read Recite Report Select Tell Write

VALUING Complete Describe Differentiate Explain Form Initiate Invite Join Justify Propose Read Report Select Share Study Work

ORGANIZATION VALUE COMPLEX Adhere Act Alter Discriminate Arrange Display Combine Influence Compare Listen Complete Modify Defend Perform Explain Propose Identify Qualify Integrate Question Modify Revise Order Serve Organize Solve Synthesize Use Verify

* The level of learning may vary depending upon use of verb. Verbs may be used in several domains.