- Identify an object (usually a noun), thing, or idea you want students to learn. Consider the knowledge level: factual, conceptual, procedural, or metacognitive.
Example: seven steps of the research process (procedural)
- Identify the appropriate level of knowledge expected. (Refer to the Bloom's Taxonomy pyramid, where there are six levels of learning: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.) It's important to choose the appropriate level of learning because this directly influences the type of assessment you choose to measure your students' learning.
Example: to understand the seven steps of the research process (understanding-level)
- Select a verb (an action) that is observable to describe the behavior at the appropriate level of learning. More verbs are listed here.
Example: Explain these seven steps.
- Add additional criteria and contextualization to indicate how or when the outcome will be observable.
Example: Describe the seven steps of the research process when writing a paper.
Suggested Do’s and Don’ts When Writing Objectives
Do’s |
Don’ts |
|---|---|
Describe the observable action that you would expect to see the learner “doing” upon completion of the learning activity. |
Describe the instruction that you, the faculty member, will perform in order to teach the learner. |
Use measurable terms to describe the actions of the learner. |
Use unmeasurable terms such as understand, know, be familiar with, comprehend, learn, or appreciate. |
Describe only one action in each objective. |
Combine more than one action using “and.” |
Write learning objectives that are supported by the content of the learning activity. |
Write a learning objective based on content that is insufficiently addressed. |
Write objectives that are learner centric (e.g. upon completing this module, you should be able to…). |
Use excessive jargon and write from the instructor perspective. |
Optional Resource
Review lesson about Writing Measurable Objectives by Northern Virginia Community College.