A learning objective is a statement of clear expectation of what the learner is expected to be able to “do” by engaging in a learning activity. Learning objective statements include the concepts they need to learn, and the skills they need to acquire and be able to apply.
Determining and developing explicit learning objective statements that describe what the student(s) will be able to do at the end of each topic or class is an important element of good lesson plan, and part of the instructional design framework known as Backward Design[1], a student-centric approach that aligns learning objectives with assessment and instruction.
Effective Learning objectives have the following S.M.A.R.T. attributes:
Specific – Concise, well-defined statements of what students will be able to do.
Measurable – Behavioral/action verbs that can be observed, measured and assessed (e.g., define, list, predict, propose).
Attainable – Students have the opportunity to learn and practice to achieve the objectives.
Relevant – The skills or knowledge described are appropriate for the course/topic.
Time-bound – State when students should be able to demonstrate the skill (end of the course, end of semester, etc.).
Bloom’s taxonomy[2,[3] provides a list of such verbs and these are categorized according to the level of achievement at which students should be performing. Using concrete verbs will help keep your objectives clear and concise.
A selected (not exhaustive) list of verbs, that clearly distinguish the action expected to be performed, to consider using when constructing learning objectives:
assemble, construct, create, develop, compare, contrast, appraise, defend, judge, support, distinguish, examine, demonstrate, illustrate, interpret, solve, describe, explain, identify, summarize, cite, define, list, name, recall, state, order, perform, measure, verify, relate
The following are verbs to avoid as they are too vague or difficult to measure:
appreciate, cover, realize, be aware of, familiarize, study, become acquainted with, gain knowledge of, comprehend, know, learn, understand….
Examples of Learning Objectives [4]
At end of the [module, unit, course] students will be able to…
… identify and explain major events from the Civil War. (American History)
… effectively communicate information, ideas and proposals in visual, written, and oral forms. (Marketing Communications)
… analyze kinetic data and obtain rate laws. (Chemical Engineering)
…interpret DNA sequencing data. (Biology)
…discuss and form persuasive arguments about a variety of literary texts produced by Roman authors of the Republican period. (Classics)
…evaluate the appropriateness of the conclusions reached in a research study based on the data presented. (Sociology)
[1] McTighe, J., & Thomas, R.S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52–55.
[2] Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
[3] https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
[4] https://ii.library.jhu.edu/2016/07/20/writing-effective-learning-objectives/
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