Abstract
This paper aims to describe the role of Operational Action Verbs (OAVs) in linking the planning, implementation, and evaluation of learning. This study employs a literature review approach. The findings indicate that Operational Action Verbs play a crucial role in formulating learning objectives to make them more specific, measurable, and observable. Through the use of OAVs, learning objectives are no longer abstract but can be translated into concrete behaviors that demonstrate students’ learning achievement. OAVs assist teachers in designing well-directed learning activities, selecting appropriate instructional strategies, and preparing evaluations aligned with achievement indicators. However, several challenges remain in practice. Teachers often experience difficulties in applying the correct format, tend to select OAVs at lower cognitive levels, and pay insufficient attention to the affective and psychomotor domains. In addition, limited training and understanding of the ABCD principles (Audience, Behavior, Condition, and Degree) also hinder the formulation of comprehensive learning objectives. On the other hand, the role of OAVs is highly significant in connecting the three main aspects of learning: planning, implementation, and evaluation. In the planning stage, OAVs help clarify objectives; during implementation, they serve as guidelines for learning activities; and in evaluation, they form the basis for developing appropriate assessment instruments. Thus, OAVs function as a common thread that ensures consistency across all stages of learning. Overall, teachers’ understanding and skills in formulating OAV-based learning objectives need to be continuously enhanced.