WRITING EFFECTIVE

LEARNING OBJECTIVES / EDUCATIONAL OBJECTIVES

Definition:

A learning objective is student centric, it states what the student will learn and be able to
accomplish by the end of instruction. It describes a specific behavior which will lead to the
desired goal. It is specific and measurable. It has three major components:

1. What the student will be able to do.

How to write learning objectives:

Learning objectives emphasize:

1. students’ performance
2. end product
3. what students learned

Learning objectives do not emphasize:

1. teacher performance
2. subject matter
3. how knowledge was acquired

Learning objectives should have the following S.M.A.R.T. attributes.

Specific – Statement of learning are concise and well defined in describing what students will
be able to do.

Measurable – Use action / measurable verbs that can be observed through any assessment
such as test, homework, or project etc. to describe what the student will be able to do. (see
list attached to this document).

Attainable – Ensure that students will have the pre-requisite knowledge by the end of the
course in able to achieve the stated learning objectives.

Relevant – The stated skills or knowledge are appropriate for the program and the course as
described in the curriculum.
 Time-bound – State when students should be able to demonstrate the knowledge or skill (mid
or end of course or end of program, etc.).

BLOOM’s Taxonomy

Follow Bloom’s Taxonomy cognitive process to state your learning objectives. Ensure that the
stated objectives describe a progressive cognitive process that represents a continuum of
increasing cognitive complexity.

Create
Evaluate
Analyze
Apply
Understand
Remember
Figure 1. Cognitive Process

On a continuum of learning, students start by:

Remembering – recalling previous knowledge.

Understanding – understanding new information and presenting it in their own words.

Applying – applying what they learned into authentic settings.

Analyzing – distinguishing between facts and inferences and recognizing logical fallacies
in reasoning.

Evaluating – making judgment about ideas, materials or values.

Creating – putting the parts learned together to create a whole, with a focus on creating
meaning or structure.

Putting it Together

Program and Course Level Objectives

1. Create Program Learning objectives that will be addressed multiple times in your core
course offering.
2. Identify which objectives are addressed in what course.
 3. Identify assessments, direct, indirect, formative, summative to assess whether the
students have attained the desired learning.
4. Assess all objectives multiple times to map a continuum of improvement.
5. Create a Program Matrix to ensure that all stated objectives were addressed multiple
times in core curriculum offerings of the program. (See module on Creating a Program
Matrix)

Assignments/Measures

1. At the assignment level, the Course Learning Objectives stated for the course are too
broad and they need to be reworded into basic measurable outcomes as defined or stated
in the assignment.
2. They must map directly to a specific Course Learning Objective.
3. If applicable, rubrics should guide the evaluation of each assessment and results should
be gathered to measure learning. (See module on Creating Effective Rubrics)

Examples

Examples are division specific and are linked on the Provost’s Assessment Website

https://provost.jhu.edu/education/student-learning-assessment/
 APPENDIX A
ACTION VERBS APPROPRIATE FOR EACH LEVEL OF BLOOM’S /ANDERS ON &
KRATHWOHL’S TAXONOMY
(Cognitive Domain)
Remember Understand Apply Analyze Evaluate Create
Recall facts and Explain ideas Use information Draw connections Justify a stand Produce new or
basic concepts and concepts in new among ideas or decision original work
situations
Define Choose Analyze Appraise Arrange
Identify Cite Apply Appraise Assess Assemble
List Demonstrate Demonstrate Calculate Choose Collect
Name Describe Dramatize Categorize Compare Compose
Recall Determine Employ Compare Critique Construct
Recognize Differentiate Generalize Conclude Estimate Create
Record Discriminate Illustrate Contrast Evaluate Design
Relate Discuss Initiate Correlate Judge Develop
Repeat Explain Interpret Criticize Measure Devise
Underline Express Operate Deduce Rate Formulate
Give Operationalize Debate Revise Manage
Identify Practice Detect Score Modify
Interpret Relate Determine Select Organize
Locate Schedule Develop Test Plan
Pick Shop Diagram Validate Prepare
Practice Use Diagnose Value Produce
Report Utilize Differentiate Propose
Respond Distinguish Predict
Restate Draw conclusion Reconstruct
Review Estimate Set-up
Recognize Evaluate Synthesize
Select Examine Systematize
Simulate Experiment
Tell Identify
Translate Infer
Inspect
Inventory
Predict
Question
Relate
Solve
Test

References

Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A
Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of
Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive
Domain. NY, NY: Longmans, Green.