Developing Learning Objectives

LEARN: What and Why

Learning objectives are specific, measurable statements that articulate what students will be able to do as a result of a learning experience—an overall course, a specific learning unit/lesson, or even a particular instructional activity. They support overarching course goals.

Clear, organized objectives help facilitate planning, instructional activities, and assessments (Anderson et al., 2001). Writing clear course learning objectives is the first step in Backwards Design, a student-centered approach to teaching that posits that learning objectives—the final destination—should be outlined first (Wiggins & McTighe, 1998; see Understanding By Design Framework). Subsequently, content, instructional activities and assessments are developed to support learners in achieving the learning objectives

ENGAGE: How to do it

Bloom’s original Taxonomy of Educational Objectives (1956) and the Revised Taxonomy (Anderson et al., 2001) provide a useful framework for educators to think about and write learning objectives. It categorizes various skills by six cognitive domains, organizing them along a scale ranging from lower-order thinking (e.g. concrete, understanding, memorization) to higher-order thinking (abstract, critical, metacognitive). Action verbs are associated with each level. 

Using a taxonomy can be useful for clarifying aims for both the instructor and the students. It can also help an instructor ensure that students are being asked to use a range of skills and develop more higher-order thinking opportunities for their students. It is useful to write objectives beginning with the phrase “Students will be able to” and follow it with an active verb from Bloom’s Taxonomy (the right side of the chart). It is not recommended to use conceptual verbs such as understand/remember/ know/appreciate, as they are hard to measure and assess achievement.

Examples of Improved Learning Objectives 

Adapted from Digital Learning Hub in the Teaching + Learning Commons at UC San Diego

Review a complete list of Action Verbs from Bloom’s Taxonomy (UC San Diego)

Bloom's Digital Taxonomy

As technology has become more a part of the educational experience at all levels, another update to Bloom’s taxonomy has been made to include and plot verbs more associated with the types of activities completed with technology (Churches, 2010). 

S.M.A.R.T.  Learning Objectives

Another useful method for developing learning objectives is to use the S.M.A.R.T. – Specific – Measurable – Attainable – Relevant/Results-driven – Time-based acronym. This acronym, widely used in goal setting in general, can help instructors structure their learning objectives and consequently structure class time, develop appropriate activities to help meet the objectives, and develop assessments. It can help instructors ensure that they are setting students up for success and setting achievable (the “A” of the acronym) objectives. (Blaschko, n.d).

APPLY to your course

Reflect and Review on your learning objectives

• Do they begin with a strong action verb—are they something doable?
• Are they S.M.A.R.T?
• Do they ask students to use higher-order thinking skills, as well as lower-order thinking skills? Is there a balance?
• Update your learning objectives on your syllabus and LMS

Use a Learning Objective Builder to Help

• UC San Diego’s Learning Outcomes Exercise
• ASU Learning Objectives Builder

References

Anderson, L.W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Abridged ed.). New York: Longman.

Armstrong, P. (n.d.). Vanderbilt University Center for Teaching. “Bloom’s Taxonomy.”                                        

Blaschko, P. (n.d.) Are Your Lesson-level Learning Objectives S.M.A.R.T.? Center for the Advancement of Teaching. Temple University.

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20, 24.

Churches, A. (2010). Bloom's digital taxonomy.                                                                                                 

Common Sense Education (2016). “What’s is Bloom’s Digital Taxonomy?”                                                          

Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal design for learning: Guidelines for accessible online instruction. Adult Learning, 29(1), 20-31. https://doi.org/10.1177/1045159517735530

Sneed, O. (2016). “Integrating Technology with Bloom's Taxonomy.”    

Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.