Developing Learning Objectives

Course-level and Program-level Learning Objectives 

Learning objectives state the specific and measurable knowledge, skills, attributes and habits learners are expected to achieve and demonstrate by the end of the course, degree, or certificate. Objectives are also student-centered, focusing on what the learning will achieve and demonstrate, rather than what will be done or taught in the course or academic program. 

How do you create effective learning objectives?

Learning objectives should be SMART goals:
 

S  Specific  They should state exactly what students will know, be able to do, or attitudes/habits they will achieve 
M  Measurable  It should be possible to assess how well the students achieved the learning objective and to define how student learning will be assessed 

Tip: Choose an action verb that is measurable and observable, followed by a description of the content; use higher-order action verbs as appropriate 
A  Attainable  Objectives should be realistically achievable by the end of the course or academic program 
R  Relevant  They should align with broader goals (i.e. program, University, gen ed, or accreditor) 
T  Time-limited  Objectives should be achievable within the typical time that it takes to complete the course, degree, or certificate 

 

Observable and measurable objectives 

The verb selected for the learning objective impacts if the objective is observable and measurable. Use of an action verb helps define how students will demonstrate their learning. Beware of unobservable verbs, such as understanding, know, appreciate, believe, enjoy, grasp (the significance of), have (an awareness of), improve, remember, be (familiar with), and comprehend. Often another verb can describe how students demonstrate learning in a measurable and observable way. How do you know learning when you see it? What do students do to prove they learned? 

Not observable  Observable 
Know the arguments  Summarize the arguments 
Reflect on the issues  Discuss one’s reflection on the issues 
Think critically  Question the assumptions 
Understand the principles  Explain the principles 
Comprehend the methods  Apply the methods 
Appreciate art  Describe the aesthetic properties of a piece of art 

 

Types of Learning Objectives 
Formal vs. Instructional 

A formal learning objective contains four parts, each of which means nothing when viewed separately but when combined articulates the learning objective. Once developed the objective will define the conditions under which the behavior is performed, a verb that defines the behavior, and the criteria under which and/or degree to which a student must perform the behavior. 

The formal objective focuses on the ABCD (audience, behavior, condition, and degree) model: 

Audience: Who is the target audience? The most common audiences identified in learning objectives are students, learners, participants, or attendees. 

Behavior: What is the real work to be accomplished by the student? 

Condition: What are the conditions/constraints within which the audience will be expected to perform these tasks? This is a statement that describes the exact conditions under which the defined behavior is to be performed. The conditions statement should include information about what tools, aids, or assistance will be provided or denied. 

Degree: How will the behavior need to be performed? This is a statement that specifies how well the student must perform the behavior, such as the degree of accuracy or the quantity or proportion of correct responses.  

Example formal objective

Course objective: Given an unknown compound, students enrolled in CHEM 1127 should be able to list a series of experiments to successfully identify the ingredients in the compound within 2 hours.

    • Audience = students enrolled in CHEM 1127
    • Behavior = list a series of experiments to successfully identify the ingredients
    • Condition = given an unknown compound
    • Degree = within 2 hours

Program objective: At the completion of the program requirements, given 5 unknown compounds, students enrolled in the Chemistry BS program will be able to conduct a series of experiments to successfully identify the ingredients in each compound with 95% accuracy.

    • Audience = students enrolled in the Chemistry BS program
    • Behavior = conduct a series of experiments to successfully identify the ingredients in each compound
    • Condition = given 5 unknown compounds
    • Degree = with 95% accuracy

Many faculty use informal or instructional objectives, particularly when communicating with students, on their syllabus, or in the course catalog. They are simpler and easier for the learner to read.  

Example informal objective

Course objective: To list a series of experiments to successfully identify the ingredients in an unknown compound

Program objective: To conduct a series of experiments to successfully identify the ingredients in 5 unknown compounds

Domains 

Learning objectives can be categorized into different domains: cognitive, affective and psychomotor.  

  • Cognitive – knowledge acquisition and application  
  • Affective – emotional abilities related to interests, attitudes, and values 
  • Psychomotor – physical coordination and skills  

 

    Institution-level learning objectives for graduate programs 

    The Grad Faculty Council approved institution-level learning objectives. These objectives can be used by graduate programs to assist in the design of their own program-objectives.  

    PhD Learning Objectives  

    Knowledge: Demonstrate appropriate breadth and depth of disciplinary knowledge and comprehension of the major topics, theories, and issues of the discipline, including demonstration of specialized knowledge of a sub-field sufficient to carry out substantive independent research or creative pursuits  

    Research/applied skills: Use disciplinary methods and techniques ethically and professionally to apply knowledge, critically analyze, and, as appropriate to the degree, create new knowledge or achieve advanced creative accomplishments  

    Communication: Communicate proficiently and effectively to a specialist or non-specialist audience, verbally and in writing, a structured, coherent academic presentation, representation, or argument that cogently summarizes their research or creative pursuit, relevant literature, and its significance at the level appropriate to discipline  

     Master’s Learning Objectives  

    Knowledge: Demonstrate appropriate breadth and depth of disciplinary knowledge and comprehension of the major topics, theories, and issues of the discipline  

    Applied skills: Uses, disaggregates, reformulates and/or adapts principal ideas, techniques or methods of the field of study ethically, professionally, and based on best practices of the discipline  

    Communication: Communicate proficiently and effectively to a specialist or non-specialist audience, verbally and in writing, a coherent argument or explanation summarizing aspects of the discipline 

     

    Tips:

    • Keep language concise and student friendly. Objectives should be short, focused, and to the point with only the most important descriptive details and minimal jargon.
    • Write from the student’s perspective. Faculty often mistakenly write objectives from the teaching perspective, but concentration needs to be on what studentslearn, not what you will teach
    • Ensure all objectives are observable and measurable. Ask yourself how you would observe and measure the verb that you use in your objective. If you are unable to identify how to observe and measure it, you might need a different verb.
    • Seek out support if you need it. CETL’s teaching enhancement team and instructional design are available to assist in writing objectives.