Notes on Learning Objectives :

Learning objectives describe the measurable skills, abilities, knowledge, or values that students should be
able to do or demonstrate as a result of a completing a program of study, a course, or lesson.
Learning objectives are student-centered rather than teacher-centered, in that they describe what the
students will do, not what the instructor will teach.
Articulating learning objectives for students is a valuable part of the students' learning experience. This is
especially critical to the development of the courses.
If you inform students what is expected of them, and provide both instruction and an opportunity to apply
the learning, this can help student achievement, and provide opportunities for assessment.
Learning objectives can help students read dense texts and focus on the essential learning concepts. If you
do not tell them what they will be expected to do, then they are left guessing what you want.
As you consider learning objectives, you may answer the following three questions:
 What learning or transference of knowledge do you want to accomplish?
 How are you going to accomplish it? (What steps will you take to accomplish your objective? What
activities will you do? How will students acquire the learning? Under what conditions will the learning
occur)?
 How will you measure your objective? (What evidence will you have to demonstrate that learning has
taken place? What criteria will be used to evaluate your evidence)?

Learning Objectives Using the S.M.A.R.T. approach

One way of determining learning objectives is the S.M.A.R.T. approach:
 Specific - The learning objective should be well defined and clear. It states exactly what will be
accomplished.
 Measurable - The learning objective should provide a benchmark or target so that the institution can
determine when the target has been reached, by how much it has been exceeded or by how much it
has fallen short.
 Attainable - Can the objective be accomplished in the proposed time frame with the available
resources and support? Do the students have the prior learning necessary to accomplish the
objective?
 Relevant - Does the objective address the overall program goal(s)? Will the objective have an impact
on the goal(s)?
 Time-Bound - A learning objective should include a specific date (or point in the course) by which it
will be completed. It is important to allow enough time to successfully implement the steps needed to
achieve the objective, but not so much as to elicit procrastination.
Writing Objectives: A.B.C.D. Method
One method that can be useful when writing a learning objective or outcome is the A. B. C. D.
method (Heinich, et al., 1996). This method considers:
1. Audience: Who are your learners (who will be doing the performance)?
2. Behavior: Describe the task or behavior using action verbs -- be sure it is something that can be heard
or something that is observable.
3. Conditions: Under what conditions (what tools, aids or reference materials can the learner use? Are
there things that they won't be able to use?)
4. Degree: To what degree of mastery -- how well must it be done (speed, accuracy, quality, etc.)?

Objective Writing Problems with Solutions

Problems Problem Types Solutions
The objective is too broad in scope or is Use the ABCD method to identify each desired
Too
actually more than one objective. behavior or skill in order to break objectives
vast/complex
apart.
No true overt, observable performance Determine what actions a student should
No behavior listed. Many objectives using verbs like demonstrate in order for you to know of the
to evaluate "comprehend" or "understand" may not material has been learned.
include behaviors to observe.
Describes instruction, not conditions. That Determine how students should use the
Only topics is, the instructor may list the topic but not information presented. Should it be memorized?
are listed how he or she expects the students to use Used as background knowledge? Applied in a
the information. later project? What skills will students need?
The objective does not list the correct Determine parameters for your assignments and
Vague behavior, condition, and/or degree, or they specify them for your students.
Assignment are missing. Students may not sure of how
Outcomes to complete assignments because they are
lacking specifics.
Examples of Good Learning Objectives
The key is writing objectives with realistic – yet challenging – expectations. Well-written objectives are
basically assessment plans, making them easy for the rest of your lesson. Check out these learning examples
for elementary and secondary students that are easy to measure and observe.
 After a lesson on bullying, students will be able to explain the difference between a bully and a friend
by writing a short paragraph that includes a thesis statement and call to action.
 Students will be able to categorize types of animals into the correct classes with a graphic organizer
after reading an article on animal traits.
 By working in collaborative literature groups, students will be able to form predictions about the next
chapter of Anne of Green Gables using at least three pieces of textual evidence.
 Students will be able to accurately describe their observations in a science journal after completing a
week-long terrarium unit.
 By the end of the reading lesson, students will be able to identify the rising action, climax, and falling
action on a plot diagram.
 Students will be able to apply their knowledge of the writing process to a peer editing session in which
they provide at least five peers with valid feedback.
 After a lesson on the Pythagorean Theorem, students will be able to correctly solve at least 8 out of 10
geometry problems using the theorem.
 Students will be able to evaluate their classmates’ arguments in a Socratic seminar by taking Cornell
notes during each discussion.
 Using the Golden Gate Bridge as a model, students will be able to design their own popsicle-stick
bridges that can support at least five pounds of weight.
 Students will be able to accurately name the parts of a compass rose after learning a song about the
cardinal directions.
 After reading “The Tell-Tale Heart,” students will be able to contrast Poe’s tone with another
Romantic author in a short expository paragraph.
 Students will be able to diagram the life cycle of a butterfly in a graphic organizer after reading From
Caterpillar to Butterfly.
 After a lesson on place value, students will be able to estimate how many lemons they would need to
start a lemonade stand during a class discussion.
 Based on their independent reading books, students will be able to recommend their book to another
class member with a one-paragraph book review.
 Students will be able to differentiate between igneous, sedimentary, and metamorphic rocks by
choosing the correct rock at least five times during partner work.
 After learning about the American election process, students will be able to justify why they would
make a great president by writing a campaign jingle.
  Students will be able to compare and contrast the outcomes of World War I and World War II by
creating timelines of significant events that occurred immediately after each conflict.
 Based on their knowledge of long division, students will be able to interpret 10 word problems by
expressing them in equation form.
 Students will be able to summarize the events of their day in a personal journal after a lesson on
reflective writing.
 After a lesson on civil disobedience, students will be able to defend the actions of a civil rights leader
in a formal class debate.
These objectives are designed for the cognitive domain of Bloom’s Taxonomy. There are additional skills to
assess in the psychomotor and affective domains which are typically reserved for younger classes or students
with special needs.

Examples of Poorly Written Objectives

The biggest mistake teachers make when writing learning objectives is using generic verbs that cannot be
observed or measured. Writing objectives without including a visible product is also an avoidable error. Here
are some examples of incomplete or poorly written objectives that do not follow the SMART model.
- By the end of the lesson, students will understand the significance of World War II.
Mistake: “Understand” is not a measurable verb. There’s no way for students to demonstrate their
understanding of whether World War II was significant.
- Students will be able to write a full-length research paper and present their findings by the end of the
class period.
Mistake: This is not an attainable goal for one class period. The teacher needs to adjust the time or their
expectations.
- Kindergartners will be able to recall parts of the story, write a summary of what happened, and
predict what will happen next.
Mistake: This objective lists three distinct skills. Each lesson should only have one or two objectives, and one
skill per objective.

Tips for Writing Learning Objectives

In writing your own learning objectives, keep some of these key pointers in mind:
 Trade generic verbs for strong academic skills. If the word “understand” is in your objective, replace it.
 Remember that if your students have obtained or deepened one skill by the end of your lesson, it’s
been successful.
 Write your lesson assessment immediately after your objective, and use the same wording. Your
assessment will tell you whether the expectations in your objective were met.
 Find your verb in Bloom’s Taxonomy. If it’s not there, change your objective. If it is there, see if you
can move it up one level of complexity.
 “Completing a worksheet” is an assessment, not an objective. Think about what skills your students
are demonstrating as they complete the worksheet.
 Keep it simple. Not every objective needs to be complex; your lesson may even be better if it’s
straightforward for students.
 Share learning objectives with your class in an “I Will Be Able To...” format. Participating in their own
learning is an important skill itself!