Learning objectives are the cornerstone of effective education. They provide a clear roadmap for both instructors and students, ensuring everyone is aligned on the desired outcomes of a course, lesson, or module. Starting with the end in mind, as emphasized by the backward design framework (Wiggins & McTighe, 2005), necessitates a precise understanding of where you want your students to be upon completion of their learning journey. This understanding is encapsulated in well-defined learning objectives.
Often used interchangeably with learning outcomes (Melton, 1997), learning objectives are specific statements detailing what students should be able to do as a result of instruction. They differ from broader learning goals by providing concrete, measurable criteria that allow instructors to assess student progress effectively. Consider this illustration of the relationship between learning goals and objectives:
- Learning Goal: “Students will grasp the fundamentals of the scientific method.”
- Learning Objective: “Students will be able to articulate the steps of the scientific method and provide practical examples of its application in research scenarios.”
This refined learning objective moves beyond simply “understanding” to demonstrable actions: “articulate” and “provide examples,” making assessment more straightforward and learning more focused.
The Multifaceted Benefits of Well-Crafted Learning Objectives
Learning objectives offer significant advantages for both educators and learners:
For Instructors, a Guiding Compass: Well-defined learning objectives act as a compass, guiding the entire instructional design process. They inform the creation of fair and relevant assessment plans, the selection of appropriate content, learning activities, teaching methodologies, and educational technologies. By ensuring all course components are purposefully aligned with the learning objectives, instructors can create a cohesive and effective learning experience that directly supports student success.
For Students, a Clear Roadmap to Success: Learning objectives serve as a map for students, providing a transparent view of the course’s direction and the expectations for successful completion. By understanding the learning objectives, students can proactively direct and monitor their own learning throughout a lesson, unit, or semester. Referring back to these objectives allows them to gauge their progress and identify areas needing further attention, fostering greater ownership and accountability in their education.
Defining an Effective Learning Objective: The SMART Framework
To maximize their impact, learning objectives should be meticulously crafted. A widely recognized and effective framework for writing learning objectives is the SMART criteria. SMART objectives are:
- Specific: Effective learning objectives narrow down broad topics into manageable, focused components. They are explicit about the intended outcomes related to each component, leaving no ambiguity about what is to be achieved.
- Measurable: As the foundation for evaluation, learning objectives must be measurable. They should enable instructors to determine the degree to which students have attained the desired learning. While internal changes within a student, such as shifts in perspective or increased knowledge, are important, instructors must rely on observable external indicators – what students say or do – to assess progress. Therefore, objectives should focus on changes that can be observed and measured, rather than intangible concepts like “understanding” or “knowing.”
- Achievable: Learning objectives must be realistic and attainable. They should consider the available resources, the duration of the course or module, and the students’ prior knowledge and readiness. The cognitive complexity of the objectives should be appropriate for the course level; for example, objectives for an introductory course will differ significantly from those in a graduate-level program.
- Result-oriented: Objectives should emphasize the outcomes of learning, not merely the process or activities involved. Instead of focusing on tasks like “writing a paper” or “taking an exam,” effective objectives describe the result – the knowledge, skills, or attitudes students should acquire and demonstrate.
- Time-bound: When relevant, learning objectives should specify a timeline. This helps clarify the expected pace of learning and allows for the setting of benchmarks for competency at different stages of the learning process.
Applying SMART to a Learning Objective Example:
Let’s revisit the example: “Students will be able to describe the scientific methods and provide examples of its application.”
- Specific: It focuses clearly on “scientific methods.”
- Measurable: The verbs “describe” and “provide examples” are measurable and observable indicators of student learning.
- Achievable: This objective is appropriate for an introductory level course on scientific principles.
- Result-oriented: It centers on the learning outcome (describing and providing examples) rather than the learning activities.
- Time-bound: Implicitly, students understand this is a skill to be mastered by the end of a unit or module on scientific methodology.
A Step-by-Step Guide to Writing Effective Learning Objectives
Creating well-constructed learning objectives involves a systematic approach. Consider these steps:
Step 1: Pinpoint the Object of Learning
Begin by identifying the core element of learning – the knowledge, skills, attitudes, or abilities students are expected to gain.
- Example (Physics): Fundamental principles of physics.
- Example (History): Analyzing primary source material.
Step 2: Determine the Level of Mastery
Next, consider the desired depth of learning. Benjamin Bloom’s Taxonomy of Educational Objectives provides a valuable framework for selecting action verbs that align with different levels of cognitive engagement and mastery.
- Example (Physics): Move beyond basic understanding to application – apply.
- Example (History): Aim for a higher level of analysis and evaluation – critique.
Revised Bloom
The Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) outlines six cognitive categories, progressing from foundational to advanced: Remember, Understand, Apply, Analyze, Evaluate, and Create. Choosing verbs from the appropriate level of Bloom’s Taxonomy ensures that learning objectives are aligned with the intended cognitive rigor of the learning experience.
Step 3: Construct the Learning Objective Statement
Combine the object of learning (Step 1) with the chosen action verb (Step 2) to form a complete learning objective statement.
- Example (Physics): Students will be able to apply fundamental principles of physics to real-world situations.
- Example (History): Students will be able to critique primary source material from the 18th and 19th centuries.
Step 4: Refine and Enhance Learning Objectives
Review and refine your learning objectives for clarity and completeness. Utilize resources like the Learning Outcome Review Checklist from Cornell University to ensure your objectives are robust and effective.
- Refined Example (Physics): Students will be able to apply fundamental principles of physics to real-world situations in both oral presentations and written reports. (Adding context and modes of demonstration)
- Refined Example (History): Students will be able to critique primary source material from the 18th and 19th centuries, considering factors such as authenticity, reliability, and potential biases. (Adding specific criteria for critique)
Implementing Learning Objectives for Course Cohesion
Aligning Course Components with Learning Objectives
Even the most meticulously written learning objectives are rendered ineffective if they are not directly connected to the actual content, activities, and assessments within a course. Misalignment between objectives and course components can lead to confusion and frustration for students, as they perceive a disconnect between what they are expected to learn and how they are evaluated. Action verbs in learning objectives are particularly useful in verifying the alignment between different elements of a course.
Consider these examples illustrating the importance of alignment:
Example of Misaligned Objectives and Assessment
- Learning Objective: Students will be able to compare and contrast the benefits of qualitative and quantitative research methods.
- Misaligned Assessment: Write a 500-word essay describing the characteristics of qualitative and quantitative research methods.
In this scenario, the assessment merely requires description, not the higher-order skill of comparison and contrast stated in the learning objective.
Example of Well-Aligned Objectives and Assessment
- Learning Objective: Students will be able to analyze the features and limitations of various sampling procedures and research methodologies.
- Well-Aligned Assessment: Complete a comparison chart assignment that analyzes the features and limitations of different sampling procedures and research methodologies.
Here, the assessment directly requires students to engage in the analytical skills specified in the learning objective, creating a cohesive and effective learning experience.
By prioritizing the creation of SMART learning objectives and ensuring their alignment with all aspects of course design, educators can create powerful learning experiences that guide students toward clear 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.
