WRITING EFFECTIVE
LEARNING OBJECTIVES
Writing concise, accurate, and consistent learning objectives is essential at all levels
of learning instruction. Not only can learning objectives ensure that students understand
what’s expected of them, but instructors can keep their course outcomes consistent across
assessments, courses, and departments.
Here, we’ve compiled the four essential elements required to construct useful and accurate learning outcomes:
1. BREAK DOWN LEARNING 3. INCLUDE ONE – AND
OBJECTIVES INTO THREE PARTS ONLY ONE – VERB FROM Evaluation: Solve, Critique
- Editorial, Conclusion
The best learning objectives should have BLOOM’S TAXONOMY
three parts. They are as follows: Each objective should include a Synthesis: Combine, Design
verb from Bloom’s Taxonomy that - Poem, Play
• The skill demonstrated. What helps students demonstrate the Analysis: Analyze, Sort
should the student be able to do? level of mastery determined in - Survey, Model
• The level of mastery. How competent- step number two. For example, Application: Apply, Modify
ly should the student be able to perform if you want a student to - Diagram, Sculpture
the task? understand a concept, you Comprehension: Explain, relate
• The task required. Under what might ask him to “Summ- - Speech, Story
conditions does the student need to arize” or “Describe.” Knowledge: Name, Record
demonstrate his or her ability? Further, choose only - People, Events
a single verb to measure
Once you have broken down your objec- your objective. Otherwise, how will you judge a student’s ability to both
tive, you are better able to choose the “Classify” and “Predict” with a single measurement?
skills, levels, and tasks you want to If you want students to do two things or demonstrate two skills, then you
measure. should write two unique objectives.
2. DETERMINE THE LEVEL 4. CREATE SMART LEARNING OBJECTIVES
OF THE SKILL OR ABILITY Once you have written your learning objectives, make sure
YOU AIM TO MEASURE they’re measuring what you intend them to measure with the SMART
Consider how much students already guidelines. SMART stands for:
know in a field or skill area. Only then
can you choose the appropriate level of • Specific – objectives are particular and detailed.
competency you want them to know. • Measurable – the instructor has a method by which to gauge the
student’s mastery of the objective.
Take this simple rule of thumb from • Appropriate – objectives should fit the learner’s level.
Bloom’s Taxonomy: • Realistic – students should be able to complete the objective.
• Tailored – the objective should be significant to the class and
• Students must remember a concept to the student.
before they can understand it.
• They must understand the concept Precise, focused learning objectives help both students and teachers.
before they can apply it. For students, learning objectives determine what they need to know and
• Students must analyze a process how they are intended to demonstrate their knowledge. For you, learning
before evaluating it. objectives keep you focused on your intended course outcomes.
• To draw conclusions, students must
first evaluate the process.
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