“Begin with the end in mind.” – Stephen Covey
In education, starting with the end in mind translates to having a clear vision of your desired student outcomes. This foundational principle, drawn from the backward design framework, emphasizes that effective course design begins by defining what you want your students to achieve. While many instructors intuitively consider the skills, knowledge, and attitudes they aim to impart, formalizing these aspirations into specific, measurable statements significantly enhances the learning process. These statements are known as learning objectives.
Learning objectives, often used interchangeably with learning outcomes, are precise declarations that articulate what students should be able to do upon completing a course or module. Unlike broader learning goals, learning objectives provide concrete benchmarks against which instructors can assess student progress and the effectiveness of their teaching strategies. To illustrate the relationship between learning goals and objectives, consider this example:
- Learning Goal: “Students will understand the principles of effective communication.”
- Learning Objective: “Students will be able to identify and apply three key principles of effective communication in written and oral presentations.”
The Undeniable Benefits of Learning Objectives
Well-crafted learning objectives serve as powerful tools, offering significant advantages for both instructors and students:
For Instructors: A Compass for Course Design
Learning objectives act as a compass, guiding the entire course design process. They ensure that every element of your course – from assessment methods and content selection to activities, teaching strategies, and technology integration – is purposefully aligned to foster student learning. By clearly defining objectives, instructors can create cohesive and effective learning experiences.
For Students: A Roadmap to Success
For students, learning objectives function as a roadmap, providing clarity and direction. They offer a transparent picture of the course’s destination and the expectations for success. By understanding the objectives, students can proactively direct and monitor their learning journey throughout a lesson, unit, or semester, focusing their efforts effectively.
Key Characteristics: What Constitutes an Effective Learning Objective?
To maximize their impact, learning objectives should be student-centered, focusing on what students will achieve rather than what the instructor will cover. A helpful starting point is to frame objectives with the prompt: “Upon successful completion of this course/module/unit, students will be able to ____.”
Furthermore, effective learning objectives are typically SMART: Specific, Measurable, Achievable, Result-oriented, and Time-bound.
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Specific: A specific learning objective hones in on a clearly defined topic or skill. Instead of broad generalizations, it breaks down larger subjects into manageable components, explicitly stating the desired outcomes for each.
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Measurable: As cornerstones of evaluation, learning objectives must be measurable. They should enable instructors to determine the extent to which students have achieved the intended learning. While internal shifts in understanding and perspective are valuable, assessment relies on observable indicators – what students demonstrate through actions or words. Therefore, objectives should focus on tangible changes that can be observed and measured, moving beyond vague terms like “learn,” “understand,” or “know.”
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Achievable: Objectives must be realistic and attainable given the context of the course. Factors such as available resources, the course timeframe, students’ prior knowledge, and their readiness all play a role. The cognitive complexity of the objectives should align with the course level and student level, ensuring an appropriate degree of challenge (e.g., objectives for an introductory course will differ from those for a graduate-level course).
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Result-oriented: Effective objectives prioritize outcomes over processes. They should describe the result of learning – the knowledge, skills, or attitudes students should acquire – rather than simply listing activities students will undertake (like writing a paper or taking an exam). The focus should be on the demonstrable result of these activities.
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Time-bound: When applicable, incorporating a timeline adds crucial context. Specifying when students should achieve an objective (e.g., by the end of a unit, semester, or course) helps in pacing instruction and setting clear expectations for competency.
Applying the SMART criteria to our earlier example: “Students will be able to describe the scientific method and provide examples of its application.”
Specific – the objective clearly focuses on the “scientific method.”
Measurable – the actions “describe” and “provide examples” are observable and measurable indicators of learning.
Achievable – this objective is appropriate for an introductory science course.
Result-oriented – the focus is on the demonstrable results (describing and providing examples) rather than the learning process itself.
Time-bound – implicitly, students are expected to master this skill within the unit or course on scientific methods.
Step-by-Step: How to Write Effective Learning Objectives
Crafting compelling learning objectives involves a structured approach. Think in terms of the evidence students will need to provide to demonstrate mastery. A well-constructed objective typically contains two key parts: an action verb that specifies the type of learning and the object of that learning.
Follow these steps to develop effective learning objectives:
Step 1: Identify the Object of Learning
Begin by pinpointing the core knowledge, skills, attitudes, or abilities you want students to gain. What is the fundamental takeaway?
- Example 1: Core principles of marketing (Marketing)
- Example 2: Techniques for analyzing poetry (Literature)
Step 2: Determine the Mastery Level Using Action Verbs
Choosing the right action verb is crucial and can be challenging. Bloom’s Taxonomy, a hierarchical model of cognitive learning, offers a valuable framework for selecting verbs that align with the desired level of cognitive engagement.
- Example 1: apply (for core principles of marketing)
- Example 2: interpret (for techniques for analyzing poetry)
Revised Bloom
The Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) outlines six levels of cognitive processes, progressing from less complex to more complex skills: Remember, Understand, Apply, Analyze, Evaluate, and Create. Selecting verbs from the appropriate level ensures your objectives reflect the intended depth of learning.
Step 3: Construct the Complete Learning Objective Statement
Combine the action verb and the object to form a complete learning objective statement.
- Example 1: Students will be able to apply core principles of marketing to develop a marketing plan.
- Example 2: Students will be able to interpret techniques for analyzing poetry from various literary periods.
Step 4: Refine and Enhance Your Learning Objectives
Review and refine your objectives to ensure clarity and effectiveness. Resources like the Learning Outcome Review Checklist from Cornell University can be invaluable in this step. Consider aspects like clarity, specificity, and measurability.
- Example 1 (Refined): Students will be able to apply core principles of marketing to develop a comprehensive marketing plan for a new product launch.
- Example 2 (Refined): Students will be able to interpret techniques for analyzing poetry from various literary periods, demonstrating an understanding of historical and cultural contexts.
Implementing Learning Objectives: Alignment is Key
Even the most meticulously written learning objectives are rendered ineffective if they are disconnected from the actual course content, activities, and assessments. Alignment is paramount. If these components are misaligned with the learning objectives, instructors lack the data needed to gauge student progress, and students experience confusion and frustration due to the mismatch between stated objectives, evaluations, and course content. Action verbs, thoughtfully chosen, play a crucial role in ensuring this critical alignment.
Consider these examples illustrating the importance of alignment:
Example of Misaligned Objectives and Assessments
- Learning Objective: Students will be able to compare and contrast different theoretical frameworks in sociology.
- Assessment: Write a summary of three major sociological theories.
In this misaligned example, the assessment only requires students to describe theories, not actually compare and contrast them as stated in the learning objective.
Example of Well-Aligned Objectives and Assessments
- Learning Objective: Students will be able to analyze and critique the application of different theoretical frameworks to contemporary social issues.
- Assessment: Case study analysis assignment where students apply and compare theoretical frameworks to analyze a given social issue.
In the well-aligned example, the assessment directly requires students to analyze and apply theoretical frameworks, mirroring the action verb in the learning objective.
By prioritizing clear, SMART learning objectives and ensuring their alignment with all aspects of course design, educators can create powerful learning experiences that guide students toward meaningful and measurable success.
References
- Anderson, L.W., & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman
- Melton, R. (1997). Objectives, Competencies and Learning Outcomes: Developing Instructional Materials in Open and Distance Learning. London, UK: Kogan Page.
- Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.
