writing instructional objectives assignment example

55 Learning Objectives Examples

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Learning objectives are explicit statements that clearly express what learners should be able to comprehend, perform or experience by the end of a course or instructional period (Adams, 2015).

They are fundamental to the process of educational planning and instructional design, acting as vehicles that drive both teaching and learning strategies.

Importantly, they ensure coherence and a clear focus, differentiating themselves from vague educational goals by generating precise, measurable outcomes of academic progress (Sewagegn, 2020).

I have front-loaded the examples in this article for your convenience, but do scroll past all the examples for some useful frameworks for learning how to write effective learning objectives.

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Taxonomies to Assist in Creating Objectives

Various taxonomies are available to educators as guides in formulating potent learning objectives, with three prominent ones provided below.

1. The SMART Framework for Learning Objectives

The SMART framework helps you to construct clear and well-defined learning objectives. It stands for: Specific, Measurable, Achievable, Relevant, and Time-bound (Doran, 1981).

• Specific objectives are ones that are straightforward, detailing the what, why, and how of the learning process. For example, an objective that states “Improve mental multiplication skills” is less specific than “Multiply two-digit numbers mentally within two minutes with 90% accuracy.” When I was learning to write learning objectives at university, I was taught to always explicitly describe the measurable outcome .
• Measurable objectives facilitate tracking progress and evaluating learning outcomes. An objective such as “Write a 500-word essay on the causes of World War II, substantiated with at least three academic sources” is measurable, as both word count and the number of sources can be quantified.
• Achievable objectives reflect realistic expectations based on the learner’s potential and learning environment, fostering motivation and commitment.
• Relevant objectives correspond with overarching educational goals and learner’s needs, such as an objective to “identify and manage common software vulnerabilities” in a cybersecurity course.
• Time-bound objectives specify the duration within which the learning should take place, enhancing management of time and resources in the learning process.

2. Bloom’s Taxonomy

Bloom’s taxonomy outlines six cognitive levels of understanding – knowledge, comprehension, application, analysis, synthesis, and evaluation (Adams, 2015). Each are presented below:

Each level is demonstrated below:

Here, we can reflect upon the level of learning and cognition expected of the learner, and utilize the Bloom’s taxonomy verbs to cater the learning objectives to that level.

3. Fink’s Taxonomy

Another helpful resource for creating objectives is Fink’s Taxonomy of Significant Learning , which emphasizes different dimensions of learning, including foundational knowledge, application, integration, human dimension, caring, and learning how to learn (Marzano, 2010):

• Foundational knowledge refers to the basic information learners must understand to progress with the topic at hand—for instance, understanding color theory before painting a canvas.
• Application gives learners real-world instances for applying the knowledge and skills they’ve cultivated, such as using Adobe Photoshop in a design project after a graphic design lecture.
• Integration enables learners to make interdisciplinary connections between the new knowledge and various fields of study or areas of life—for example, a business student applying economic theory to understand market dynamics in biotechnology.
• Human dimension involves personal and social implications of learning, i.e., how the learners see themselves and interact with others in light of the new knowledge.
• Caring challenges learners to develop new feelings, interests, or values aligned with the course outcomes, like fostering a conservation mindset in an environmental science course.
• Learning how to learn encourages learners to become self-directed and resourceful, enabling them to cultivate learning strategies, skills, and habits that make them lifelong learners, such as using reflective journals or peer reviews (Marzano, 2010).

An example of an objective that uses Fink’s framework could be:

“Learners will conduct a small research project about a famous physicist (foundational knowledge), incorporating class teachings (application) and their own interpretations (integration), then present to the class (human dimension), reflecting on how the physicist’s work affects them personally (caring) and how the project grew their understanding of research methods (learning how to learn).”

Why are Learning Objectives Important?

Effective learning objectives serve to streamline the learning process, creating a clear path for both teachers and learners.

The role of objectives in education mirrors the use of a roadmap on a journey; just as marking out stops and landmarks can facilitate navigation, learning objectives can clarify the trajectory of a course or lesson (Hall, Quinn, & Gollnick, 2018).

On a practical level, imagine teaching a course about climate change. Without explicit learning objectives (like understanding how carbon footprints contribute to global warming), learners could easily veer off track, misinterpreting the main focus.

Learning objectives also act as an anchor during assessments, providing a yardstick against which progress and performance can be gauged (Orr et al., 2022). When students are graduating high school, for example, it’s likely they’ll be assessed on some form of standardized testing to measure if the objectives have been met.

By serving as a guide for content selection and instructional design, learning objectives allow teachers to ensure coursework is suitably designed to meet learners’ needs and the broader course’s objectives (Li et al., 2022). In situations where time is crucial, such as military training or emergency medicine, keeping the focus narrow and relevant is crucial.

Tips and Tricks

1. tips on integrating learning objectives into course design.

Learning objectives serve as a foundation in the designing of a course.

They provide a structured framework that guides the incorporation of different course components, including instructional materials, activities, and assessments (Li et al., 2022).

When designing a photography course, for example, learning objectives guide the selection of appropriate theoretical content (like understanding aperture and shutter speed), practical activities (like a field trip for landscape photography), and the assessment methods (like a portfolio submission).

Just like how research objectives shape the methodology a research study will take, so too will learning objectives shape the teaching methods and assessment methods that will flow-on from the path set out in the overarching learning objectives.

2. Tips on Assessing and Revising your Learning Objectives Regularly

Learning objectives are not set in stone; they demand constant review and refinement.

In the light of feedback from learners, instructors or external bodies (like accreditation agencies), learning outcomes, and advancements in pedagogy, learning objectives may need to be revised (Orr et al., 2022).

Think about a programming course where new frameworks or libraries are regularly introduced; in such cases, the learning objectives would need to be updated to reflect these emerging trends. This provides opportunities for continual enhancement of the course design, thus fostering an environment of progressive learning and teaching (Sewagegn, 2020).

Teachers should revise their learning objectives every time they re-introduce the unit of work to a new cohort of students, taking into account the learnings and feedback you acquired last time you taught the unit.

Learning objectives, when effectively formulated and implemented, serve as key drivers of successful instruction.

They underscore the importance of clarity, directness, and depth in the learning process, fostering a learning environment designed for optimal learner engagement, progress tracking, and educational outcome (Hall, Quinn, & Gollnick, 2018).

With their expansive role in the educational journey, educators are encouraged to invest time and resourceful thought in crafting and continually refining their classroom objectives (Doran, 1981). Moreover, the use of established taxonomies and attention to characteristics like SMARTness in this process can greatly facilitate this endeavor.

As the backbone of well-structured courses, learning objectives deserve the thoughtful consideration and continuous improvement efforts of every dedicated educator. It is our hope that this article has provided insights that will help you bring more clarity, coherence, and effectiveness to your educational planning.

Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives.  Journal of the Medical Library Association: JMLA ,  103 (3), 152. doi: https://doi.org/10.3163%2F1536-5050.103.3.010

Doran, G. T. (1981). There’sa SMART way to write management’s goals and objectives.  Management review ,  70 (11), 35-36.

Hall, G. E., Quinn, L. F., & Gollnick, D. M. (2018).  Introduction to teaching: Making a difference in student learning . Sage Publications.

Li, Y., Rakovic, M., Poh, B. X., Gaševic, D., & Chen, G. (2022). Automatic Classification of Learning Objectives Based on Bloom’s Taxonomy.  International Educational Data Mining Society .

Marzano, R. J. (2010).  Designing & teaching learning goals & objectives . Solution Tree Press.

Orr, R. B., Csikari, M. M., Freeman, S., & Rodriguez, M. C. (2022). Writing and using learning objectives.  CBE—Life Sciences Education ,  21 (3). Doi: https://doi.org/10.1187/cbe.22-04-0073

Sewagegn, A. A. (2020). Learning objective and assessment linkage: its contribution to meaningful student learning.  Universal Journal of Educational Research ,  8 (11), 5044-5052.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 10 Reasons you’re Perpetually Single
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Home » Blog » Learning Objectives: How to Write, Types and Examples

Learning Objectives: How to Write, Types and Examples

For students, learning objectives provide an overview of the key points and main building blocks covered in a topic.

Skillshub’s experience in the academic and corporate world shows that having established learning objectives can help to improve engagement, motivation, and results.

As a thought leader in the field of educational objectives, we believe there are several types and structures of learning objectives you should consider when planning a course or lesson.

In this article, we’ll look at how to write learning objectives effectively, different types of learning objectives, and provide some example objectives to help you get started.

What are Learning Objectives?

Before we cover the details of writing learning objectives, it’s important to understand what they are and why having them is essential.

Learning objectives provide an overview of the topics covered in a course or lesson and allow everyone involved—teachers, students, and even administrators—to have a shared understanding of the goals for any given session.

In simple terms, learning objectives:

• Outline what students should be able to do after completing the lesson
• Provide a shared understanding of the topics covered in a course or lesson
• Help teachers plan and assess learning activities
• Allow administrators to monitor student progress
• Make it easier for students to review key material

Essentially, learning objectives provide a framework that benefits everyone involved in the learning process.

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What’s the difference between a learning objective and a learning outcome.

Learning outcomes and learning objectives are superficially similar, as in both cases, the two terms are used to describe what students should be able to do after completing a course or lesson.

However, there is an essential distinction between the two.

A learning objective refers specifically to the topics that will be covered during a lesson/course. Learning outcomes, on the other hand, look beyond mere knowledge and provide evaluations on how well students can apply what they’ve learned.

For instance, a learning objective may be to “understand the components of the water cycle”. A learning outcome related to this might be to “identify ways in which humans are impacting the global water cycle.”

The learning objective here defines how the lesson or course should be structured, while the learning outcome provides an evaluation of how well students understand and can apply what they have learned.

Benefits of Well-Written Learning Objectives

Now that you’ve got a clearer understanding of what learning objectives are and how they differ from learning outcomes, let’s take a look at the benefits of having well-crafted learning objectives in place.

There is a wide range of material benefits associated with creating and leveraging learning objectives, including:

Improved lesson and course planning

A clearly stated learning objective provides the basis for lesson and course planning. Well-written objectives help teachers identify not only the topics that need to be covered, but also the resources (e.g., books or videos) needed to cover them effectively.

Improved assessment

Having established learning objectives in place helps teachers create assessments which accurately evaluate student understanding of any given topic.

Teachers can use learning objectives to create quizzes, tests, and other assessments to accurately evaluate student knowledge.

Improved student understanding

Clear learning objectives are helpful for students in a number of ways.

For instance, having an overview of the topics covered in a lesson or course can help students track their progress more effectively and identify areas which may need review.

Furthermore, having objectives in place can help reduce the cognitive load associated with learning new topics, allowing students to focus more on their understanding of a subject rather than worrying about what needs to be done next.

Increased student engagement

Having established learning objectives in place can help keep students and employees engaged during lessons and lectures.

When students have a clear understanding of the topics covered, it becomes easier for them to follow along with the lesson plan and stay focused on the topic at hand.

Furthermore, providing objectives can motivate students by setting out specific goals they should be working towards.

More effective communication between teachers, students, and administrators

A shared understanding of learning objectives helps to ensure effective communication between all stakeholders in the educational process.

Teachers can use objectives to effectively communicate expectations with students, while administrators can use them to monitor student progress.

Having established learning objectives also makes it easier for teachers and administrators to identify potential issues or areas in which students may need additional support.

A better focus on the topics covered in a given course or lesson

Finally, having learning objectives in place helps to ensure that all stakeholders are focusing on the topics covered in a lesson or course.

Objectives set out specific goals which everyone should be working towards and help to keep discussions focused.

By providing an overview of the topics covered, learning objectives can also help teachers identify areas which need further exploration or review.

Overall, having clear learning objectives can help to improve results by providing everyone involved with a shared understanding of the goals of any given lesson or course.

How to Write Effective Learning Objectives

While the basic idea of learning objectives is simple, the act of creating effective learning objectives requires a bit more thought and consideration.

Let’s take a look at some tips to help you craft practical learning objectives:

Understanding the ABCD Model

The ABCD model provides a foundation for creating effective learning objectives.

The ABCD stands for:

The Audience portion of the ABCD model refers to whom the objective is intended for. The intended audience for any learning objective should modify the content and language used in the objective.

For instance, objectives for younger students may need to be simplified or contain more visual aids, whereas objectives for adult learners can assume a higher level of knowledge and use more sophisticated language.

The Behaviour associated with the ABCD model refers to what type of action should be taken by the audience in question.

This could include analytical thinking, problem-solving, writing, or any other behaviour which is relevant to the topic being covered.

The type of behaviour should be specific and clearly defined in order for it to be effectively measured.

The Condition portion of the model refers to what context or circumstances will have an impact on how the objective is achieved.

For instance, a learning objective may require students to solve a problem in a particular way (e.g., without using a calculator).

The condition portion of the ABCD model ensures that any necessary qualifications are taken into account when crafting an objective.

The Degree portion of the ABCD model refers to how successful students should be in order to achieve the learning objective.

This can include anything from basic understanding to complete mastery of the topic in question.

The degree should be clearly specified so that it can be effectively measured when assessing student performance.

Putting it all together

In other words, learning objectives should provide a description of who is being taught, what they should be able to do afterwards, the conditions under which this can be achieved, and how well it must be done.

Using the ABCD model provides an accessible framework that specific learning objectives can be crafted around.

Breaking Down the Process

To help you master the process of creating effective learning objectives, we’ve broken down the process into four steps:

Identify your audience

When crafting learning objectives, it’s important to consider who the objective is intended for. Identifying the intended audience will inform the language and content used in crafting the objective.

Specify desired learner behaviour

Having a specific behaviour in mind will help you create a practical learning objective. Consider which behaviours are necessary for learners to master the topic, and strive to ensure that the objectives reflect these behaviours.

Determine the conditions and constraints

The conditions and constraints surrounding the learning objective should be made explicit. This includes any qualifications or stipulations which must be met in order for learners to achieve the objective.

It should also consider any possible constraints or limitations that may impact how the objective is achieved. These constraints could include time or resource limitations, for example.

Define the degree of success desired

Finally, you should determine how successful learners must be in order to achieve the objective. This could include understanding basic concepts or mastering all aspects of a topic.

By defining the degree of success desired, it will be easier to measure whether learners have achieved the objective.

The degree should be specific and measurable in order for learners to effectively work towards it. This could include anything from basic understanding to complete mastery of the topic in question.

Taking a step-by-step process

By taking a step-by-step approach to creating practical learning objectives, it will be easier to ensure that the desired outcome is achieved.

Ideally, any learning objective should contain all of the necessary information to help learners understand what they need to do in order to succeed.

To achieve this, you should start by outlining what the learner needs to do in a clear and concise manner.

Then, break down each step into more detailed tasks to ensure that all necessary aspects of the objective are included. This could include defining any qualifications or constraints which may impact the completion of the task.

Finally, consider how successful learners must be in order to achieve the task set out in the learning objectives. This should be measurable so that learners can effectively work towards it and track their progress.

By taking a step-by-step approach to writing learning objectives, you will be able to ensure that the desired outcomes are achieved for each lesson or course.

Types of Learning Objectives

There are three primary types of learning objectives that can be used as the basis for crafting your own practical learning objectives.

Using these archetypes along with the ABCD model will help to ensure that your objectives are specific, measurable, and achievable.

Knowledge-based Objectives

Knowledge-based objectives are used to measure the learner’s understanding of a particular concept.

This type of objective should focus on testing the learner’s knowledge and comprehension in order to assess their level of understanding.

A good example of a knowledge-based objective would be:

“The learner will be able to explain the process of photosynthesis in at least three sentences.”

Skill-based Objectives

Skill-based objectives are used to assess the learner’s ability to apply their understanding of a concept.

This type of objective should focus on testing the learner’s ability to use the knowledge they have acquired in order to complete a task.

A good example of a skill-based objective would be:

“The learner will be able to apply the principles of photosynthesis to solve a problem.”

Attitude-based Objectives

Attitude-based objectives are used to assess the learner’s attitude towards the concept.

This type of objective should focus on testing the learner’s ability to think critically about a concept and their willingness to apply this knowledge in real-world situations.

A good example of an attitude-based objective would be:

“The learner will be able to demonstrate an understanding of photosynthesis and its implications for sustainability.”

Learning Objectives Examples

To help make the process of crafting practical learning objectives easier, here are some examples you can use as a reference point.

Knowledge-Based Objectives Examples

“The learner will be able to list the three main components of photosynthesis and explain their role in the process.”

“The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Skill-Based Objectives Examples

“The learner will be able to apply their knowledge of photosynthesis to construct a model demonstrating the process.”

“The learner will be able to use the principles of photosynthesis to design an experiment that tests one of its aspects. “

Attitude-Based Objectives Examples

“The learner will be able to discuss the implications of photosynthesis on climate change and how it can help reduce negative impacts.”

“The learner will demonstrate an understanding of the importance of photosynthesis for our environment and its impact on sustainability.”

Best Practices for Writing Learning Objectives

While writing learning objectives can be challenging, the good news is that there is established best practice for crafting effective and practical learning objectives.

By following these guidelines, you will be able to ensure that your learning objectives are clear, achievable, and useful.

Make your Objectives Specific and Measurable

Good learning objectives are specific and should clearly indicate what the learner needs to accomplish to achieve the desired outcome. They should also be measurable so that it is evident when the learner has achieved them.

Use Action Verbs

Action verbs should be used in the learning objectives to indicate what the learner will do. This will make it clear to both the trainer and the learners what is expected of them.

Action verbs include:

• Understand • Identify • Demonstrate • Apply

Consider the Level of Difficulty

Before writing the learning objective, you should consider the difficulty level appropriate for the learners. The degree of difficulty should be challenging but also achievable so that learners can successfully work towards it.

Align objectives with the overall learning goals

Learning objectives should be aligned with the overall learning goals of the course or lesson. This will ensure that all objectives contribute towards achieving the desired outcome for the learners.

Turning Learning Objectives into Training Objectives

While learning objectives are most commonly used in educational settings to help guide the learning process, they can also be used as a basis for creating training objectives.

Training objectives should focus on the desired outcomes from the training activity and use similar language and structure as learning objectives.

The critical difference is that the focus will be more on how to best achieve these outcomes rather than what needs to be learned.

Some strategies for turning objectives into training objectives include:

• Focus on how to effectively apply the knowledge or skills acquired from the learning activity.
• Consider how best to facilitate the transfer of this knowledge or skill so that learners can use it in their professional lives. Make sure the objective is measurable and achievable.

An example of a training objective derived from a learning objective is:

Learning Objective: “The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Training Objective: “The learners will understand how to combine different sources of energy to create new products or applications.”

Developing content and assessments that align with objectives

The primary difference between learning and training objectives is that learning objectives focus on knowledge acquisition, whereas training objectives focus on skill development.

Where learning objectives prioritise content that teaches the learner about a specific concept, training objectives focus on developing problem-solving skills that can be applied to real-world scenarios.

When it comes to assessments, learning objectives should align with content and assessments that allow learners to demonstrate their understanding of the material. This could include multiple choice questions, short answer tests, and even practical activities.

By comparison, assessments for training objectives should encourage learners to apply their skills in a practical setting. This could include case studies, simulations, and group activities that allow learners to use the knowledge they have acquired in a problem-solving context.

Assessing and Evaluating Learning Objectives

Once written, learning objectives should not be static and should be reviewed regularly to ensure they are still relevant and achievable. To assess the learning objectives, it is essential to use both formative and summative assessments.

Formative assessments should be used during the learning process to measure progress and help identify any areas where learners may need additional support or guidance. This could include quizzes, tests, or group activities.

On the other hand, summative assessments should be used at the end of the learning process to measure the transfer of learning. These could include essays or presentations that require learners to demonstrate their understanding of the material.

By regularly assessing and evaluating your learning objectives, you can ensure they remain relevant and achievable for all learners. This is particularly true of training objectives where the application of the skills acquired is tested in a practical setting.

Measuring Learning Objectives

The ability to measure learning objectives is essential for assessing the success of a course or lesson. Learning objectives should be measurable to ensure it is evident when learners have met them.

As mentioned, formative assessments should be used during the learning process to help measure progress, while summative assessments should be used to measure how much learners have learned.

Other methods for measuring learning objectives include:

• Pre- and Post-Tests: This involves administering a test or quiz before and after the lesson to measure how much the learners have learned.
• Self-Assessments: Ask learners to reflect on what they have learned at the end of each lesson or session.
• Observation: An observer can be used to watch a learning activity and provide feedback on how well learners are performing.
• Projects: Ask learners to create a project or product at the end of the lesson that demonstrates their understanding of the material.

By using these different methods of measurement, you can ensure that your learning objectives are being met and that learners are gaining the knowledge and skills they need to succeed.

Final Thoughts

Learning objectives are essential for any educational or training setting.

By measuring learning objectives regularly, you can more accurately track the success of your course or lesson and ensure that all learners achieve their desired outcomes.

Skillshub’s innovative eLearning platform makes it easy for trainers to create, measure, and assess learning objectives. With tools like quizzes and assessments, and reporting tools to track progress, Skillshub can help you ensure that all learners are achieving their desired outcomes.

Our professionally designed off-the-shelf courses are also a great way to get started and provide you with all the tools and resources you need to develop engaging and interactive courses.

With our comprehensive suite of e-learning solutions, Skillshub can ensure that your learners have the knowledge and skills they need to succeed.

If you’re looking for an easy and efficient way to create, measure, and assess learning objectives, Skillshub is the perfect platform for you.

As an eLearning company , Skillshub is committed to creating efficient and impactful learning experiences.

Contact us today to find out how we can help you achieve your educational goals.

Sean McPheat

Sean is the CEO of Skillshub. He’s a published author and has been featured on CNN, BBC and ITV as a leading authority in the learning and development industry. Sean is responsible for the vision and strategy at Skillshub, helping to ensure innovation within the company.

Updated on: 11 October, 2023

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Writing Effective Goals & Objectives

When well-written, goals and objectives will help identify course content, structure the lecture, and guide the selection of meaningful and relevant activities and assessments. In addition, by stating clear instructional goals and objectives, you help students understand what they should learn and exactly what they need to do.

A course goal may be defined as a broad statement of intent or desired accomplishment. Goals do not specify exactly each step, component, or method to accomplish the task, but they help pave the way to writing effective learning objectives. Typical course goals include a number of subordinate skills, which are further identified and clarified as learning objectives.

For example, an English 102 goal might be to prepare students for English 103 . The goal “prepare students” specifies the big picture or general direction or purpose of the course. Course goals often do not specify student outcomes or how outcomes will be assessed. If you have difficulty defining a course goal, brainstorm reasons your course exists and why students should enroll in it. Your ideas can then generate course-related goals. Course goals often originate in the course description and should be written before developing learning objectives. You should also discuss course goals with your colleagues who teach the same class so that you can align your goals to provide students with a somewhat consistent experience of the course.

Table of Contents

Marketing Course

Students will learn about personal and professional development, interpersonal skills, verbal and written presentation skills, sales and buying processes, and customer satisfaction development and maintenance.

Physical Geography Course

Students will understand the processes involved in the interactions between, spatial variations of, and interrelationships between hydrology, vegetation, landforms, and soils and humankind.

Theatre/Dance Course

Students will investigate period style from pre-Egyptian through the Renaissance as it relates to theatrical production. Exploration of period clothing, manners, décor, and architecture with projects from dramatic literature.

General Goal Examples

• Students will know how to communicate in oral and written formats.
• Students will understand the effect of global warming.
• Students’ perspective on civil rights will improve.
• Students will learn key elements and models used in education.
• Students will grasp basic math skills.
• Students will understand the laws of gravity.

We cannot stop at course goals; we need to develop measurable objectives. Once you have written your course goals, you should develop learning objectives. Learning Objectives are different from goals in that objectives are narrow, discrete intentions of student performance, whereas goals articulate a global statement of intent. Objectives are measurable and observable, while goals are not.

Well-stated objectives clearly tell the student what they must do by following a specified degree or standard of acceptable performance and under what conditions the performance will take place. In other words, when properly written, objectives will tell your learners exactly what you expect them to do and how you will be able to recognize when they have accomplished the task. Generally, each section/week/unit will have several objectives (Penn State University, n.p.). Section/week/unit objectives must also align with overall course objectives.

• Broad, generalized statements about what is to be learned
• General intentions
• Cannot be validated
• Defined before analysis
• Written before objectives

Goals should be written from the instructor’s point of view

Objectives are:

• Narrow, specific statements about what is to be learned and performed
• Precise intentions
• Can be validated or measured
• Written after analysis
• Prepared before instruction is designed

Objectives should be written from the student’s point of view

Use the below objectives builder tool, which was developed by Arizona State University , to begin designing objectives. If it’s your first time click “Start Project”. If this is a return visit, click “Resume” to pick up where you left off or “Restart” to start the tutorial over. Follow the on-screen instructions to build your learning objective(s)!

Several sources are available that you can use to check the accuracy and efficacy of your learning objectives. Several of the sources below provide checklists and other instruments to help you design effective and meaningful objectives.

Mager, R. F. (1997). Measuring instructional results: How to find out if your learning objectives have been achieved. (3rd ed.). Atlanta, GA: CEP Press.

Mager, R. F. (1997). Preparing learning objectives: A critical tool in the development of effective instruction. (3rd ed.). Atlanta, GA: CEP Press.

Penn State University, Schreyer Institute (n.p.). Learning outcomes assessment tutorial. https://sites.psu.edu/loatutorial/

Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019). Instructional technology and media for learning (12th ed.). Upper Saddle River, NJ: Pearson.

Gronlund, N. E., & Brookhart, S. M. (2009). Gronlund’s writing instructional objectives (8th ed.). Upper Saddle River, NJ: Pearson.

Arizona State University Online (n.p.). Learning objectives builder. https://teachonline.asu.edu/objectives-builder/

Citation: Northern Illinois University Center for Innovative Teaching and Learning. (2020). Writing goals and objectives. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

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Writing Measurable Course Objectives

What is a course objective.

A course objective specifies a behavior, skill, or action that a student can demonstrate if they have achieved mastery of the objective. As such, objectives need to be written in such a way that they are measurable by some sort of assessment. Course objectives form the foundation of the class. Everything in the course should work together to ensure students master the course objectives.

What do good course objectives look like?

Good course objectives will be specific , measurable , and written from the learner’s perspective . Here’s a good formula for writing objectives:

Start your course objectives with: By the end of the course, students will be able to:

Choose an action verb that corresponds to the specific action you wish students to demonstrate

Explain the knowledge students are expected to acquire or construct

[Optional]: explain the criterion or level students are expected to reach to show mastery of knowledge

You will also want to make sure that you have thought of a way to assess students’ learned knowledge when writing course objectives. For example, if you always test students’ knowledge of content matter with a multiple choice test, the course objectives cannot ask that students evaluate or create something, as multiple choice tests cannot assess those levels of learning with a high level of accuracy.

If you cannot logically fill in the last blank of this example (assessment), then the objective is not measurable. You won’t include the assessment in the text for your actual course objective that you publish on your syllabus, but you need to know if what you’re asking students to know can be assessed. Otherwise, how can you know or prove that students have learned what they’re supposed to learn in your course?

Difference between Objectives and Assessments:

One thing that can be confusing when creating course objectives is the difference between what students are being asked to know and the assessment that is used to “prove” that students know the information. In the example above, it may be tempting to write something like this: If students have learned U.S. History since 1865, then they should be able to write an essay comparing and contrasting the effect of two immigrant populations on American culture from 1865-1900.

This objective seems measurable, but it’s saying that by the end of the class “students should be able to write an essay”. That makes it sound like one of the objectives of the course is for students to write an essay. What students really need to know though is the effect of immigration on American culture. If you use the assessment in the “course objective slot,” the knowledge students need in order to complete the assessment is assumed rather than explicitly stated.

This could cause issues with the creation of materials and activities in your units because the focus may be on teaching students how to write essays rather than teaching them about the effect of immigration on American culture during a specific time period.

Bloom’s Taxonomy:

Using a taxonomy that explains different levels of learning can be helpful for selecting the appropriate action verbs for your course objectives. These will help prevent you from choosing lower order actions when you really want students to demonstrate higher order thinking.

Bloom’s Taxonomy is broken into six knowledge dimensions: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating and range from lower order thinking skills to higher order thinking skills.

By their very nature, higher order thinking skills are more difficult and build on the previous lower order thinking skills. An oversimplified explanation of this would be the following: A student can not be expected to create a design brief (Creating) if they can’t remember what a design brief is (Remembering).

Traditionally, entry level courses ask students to demonstrate remembering, understanding, and applying thinking skills with a few higher order thinking skills while graduate level courses ask students to demonstrate analyzing, evaluating, and creating thinking skills with a few lower order thinking skills.

How do course objectives differ from module objectives?

Course objectives are much broader in scope than module level objectives. Where module objectives break down skills and knowledge into very specific, discrete skills, course objectives point more to overarching student understanding and higher level thinking skills. In a unit, you may have 10 or more objectives explaining all of the steps/tasks involved in learning a concept. For a course, you will only want 3-6 course objectives.

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Writing Goals and Objectives

“If you’re not sure where you are going, you’re liable to end up some place else.” ~ Robert Mager, 1997

Instructional goals and objectives are the heart of instruction. When well- written, goals and objectives will help identify course content, structure the lecture, and guide the selection of meaningful and relevant activities and assessments. In addition, by stating clear instructional goals and objectives, you help students understand what they should learn and exactly what they need to do.

Course Goals

A course goal may be defined as a broad statement of intent or desired accomplishment. Goals do not specify exactly each step, component, or method to accomplish the task, but they help pave the way to writing effective learning objectives. Typical course goals include a number of subordinate skills, which are further identified and clarified as learning objectives.

A course goal may be defined as a broad statement of intent or desired accomplishment.

For example, an English 102 goal might be to prepare students for English 103. The goal “prepare students” specifies the big picture or general direction or purpose of the course. Course goals often do not specify student outcomes or how outcomes will be assessed. If you have difficulty defining a course goal, brainstorm reasons your course exists and why students should enroll in it. Your ideas can then generate course-related goals. Course goals often originate in the course description and should be written before developing learning objectives. You should also discuss course goals with your colleagues who teach the same class so that you can align your goals to provide students with a somewhat consistent experience of the course.

Course Goal Examples

Marketing course .

Students will learn about personal and professional development, interpersonal skills, verbal and written presentation skills, sales and buying processes, and customer satisfaction development and maintenance.

Physical Geography course

Students will understand the processes involved in the interactions between, spatial variations of, and interrelationships between hydrology, vegetation, landforms, and soils and humankind.

Theatre/Dance course

Students will investigate period style from pre-Egyptian through the Renaissance as it relates to theatrical production. Exploration of period clothing, manners, décor, and architecture with projects from dramatic literature.

General Goal Examples

• Students will know how to communicate in oral and written formats.
• Students will understand the effect of global warming.
• Students’ perspective on civil rights will improve .
• Students will learn key elements and models used in education.
• Students will grasp basic math skills.
• Students will understand the laws of gravity.

Learning Objectives

We cannot stop at course goals; we need to develop measurable objectives. Once you have written your course goals, you should develop learning objectives. Learning Objectives are different from goals in that objectives are narrow, discrete intentions of student performance, whereas goals articulate a global statement of intent. Objectives are measurable and observable, while goals are not.

Comparison of Goals and Objectives

• Broad, generalized statements about what is to be learned
• General intentions
• Cannot be validated
• Defined before analysis
• Written before objectives

Objectives are

• Narrow, specific statements about what is to be learned and performed
• Precise intentions
• Can be validated or measured
• Written after analysis
• Prepared before instruction is designed

Objectives should be written from the student’s point of view

Well-stated objectives clearly tell the student what they must do by following a specified degree or standard of acceptable performance and under what conditions the performance will take place. In other words, when properly written, objectives will tell your learners exactly what you expect them to do and how you will be able to recognize when they have accomplished the task.  Generally, each section/week/unit will have several objectives (Penn State University, n.p.). Section/week/unit objectives must also align with overall course objectives.

Well-stated objectives clearly tell the student what they must do ... and under what conditions the performance will take place.

Educators from a wide range of disciplines follow a common learning objective model developed by Heinich (as cited by Smaldino, Mims, Lowther, & Russell, 2019). This guide will follow the ABCD model as a starting point when learning how to craft effective learning objectives.

ABCD Model of Learning Objectives

• A udience: Who will be doing the behavior?
• B ehavior: What should the learner be able to do? What is the performance?
• C ondition: Under what conditions do you want the learner to be able to do it?
• D egree: How well must the behavior be done? What is the degree of mastery?

Writing a learning objective for each behavior you wish to measure is good instructional practice. By using the model as illustrated in Table 2, you will be able to fill in the characteristics to the right of each letter. This practice will allow you to break down more complex objectives (ones with more than one behavior) into smaller, more discrete objectives.

Writing a learning objective for each behavior you wish to measure is good instructional practice.

Behavioral Verbs

The key to writing learning objectives is using an action verb to describe the behavior you intend for students to perform. You can use action verbs such as calculate, read, identify, match, explain, translate, and prepare to describe the behavior further. On the other hand, words such as understand, appreciate, internalize, and value are not appropriate when writing learning objectives because they are not measurable or observable. Use these words in your course goals but not when writing learning objectives. See Verbs to Use in Creating Educational Objectives (based on Bloom’s Taxonomy) at the end of this guide.

Overt behavior: If the behavior is covert or not typically visible when observed, such as the word discriminate, include an indicator behavior to clarify to the student what she or he must be able to do to meet your expectations. For example, if you want your learners to be able to discriminate between good and bad apples, add the indicator behavior “sort” to the objective: Be able to discriminate (sort) the good apples from the bad apples.

Some instructors tend to forget to write learning objectives from the students’ perspective. Mager (1997) contends that when you write objectives, you should indicate what the learner is supposed to be able to do and not what you, the instructor, want to accomplish. Also, avoid using fuzzy phrases such as “to understand,” “to appreciate,” “to internalize,” and “to know,” which are not measurable or observable. These types of words can lead to student misinterpretation and misunderstanding of what you want them to do.

…avoid using fuzzy phrases such as “to understand,” “to appreciate,” “to internalize,” and “to know,” which are not measurable or observable.

The Link Between Learning Objectives and Course Activities and Assessment

After you have crafted your course goals and learning objectives, it is time to design course activities and assessments that will tell you if learning has occurred. Matching objectives with activities and assessments will also demonstrate whether you are teaching what you intended. These strategies and activities should motivate students to gain knowledge and skills useful for success in your course, future courses, and real-world applications. The table below illustrates objective behaviors with related student activities and assessments.

Examples of Linked Instructional Goals, Objectives, and Assessments

Instructional goal .

Students will know the conditions of free Blacks during antebellum south.

Learning Objective

In at least 2 paragraphs, students will describe the conditions of free Blacks in pre-Civil War America, including 3 of 5 major points that were discussed in class.

A traditional essay or essay exam.

Instructional Goal

Students will know how to analyze blood counts.

Given a sample of blood and two glass slides, students will demonstrate the prescribed method of obtaining a blood smear for microscopic analysis.

Instructor observation of student demonstration in a lab using a criterion checklist of critical steps for objective scoring.

Students will understand how to interpret classic literature.

Learning Objective 

Students will compare/contrast Shakespeare’s Merchant of Venice and Marlowe’s Jaw of Malta in terms of plot, character, and social-political themes.

Assessment 

Instructional goals and learning objectives are the heart of your role as a learning facilitator. When written well, goals and objectives will assist you in identifying course content, help you structure your lecture, and allow you to select activities and assessments that are relevant and meaningful for learning. Make sure that you check with your department to determine whether they require certain learning objectives for a course, for example to align courses with Illinois Articulation Initiative (IAI) requirements for transferrable general education courses (see the current NIU Undergraduate Catalog section on “Illinois Articulation Initiative Core Curriculum).

Several sources are available that you can use to check the accuracy and efficacy of your learning objectives. The sources below provide checklists and other instruments to help you design effective and meaningful objectives.

Mager, R. F. (1997). Measuring instructional results: How to find out if your learning objectives have been achieved. (3 rd ed.). Atlanta, GA: CEP Press.

Mager, R. F. (1997). Preparing learning objectives: A critical tool in the development of effective instruction. (3 rd ed.). Atlanta, GA: CEP Press.

Penn State University, Schreyer Institute (n.p.). Learning outcomes assessment tutorial. https://sites.psu.edu/loatutorial/

Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019). Instructional technology and media for learning (12 th ed.). Upper Saddle River, NJ: Pearson.

Selected Resources

Gronlund, N. E., & Brookhart, S. M. (2009). Gronlund’s writing instructional objectives (8 th ed.). Upper Saddle River, NJ: Pearson.

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2020). Writing goals and objectives. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

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Instructional Objectives

How to Write SMART Instructional Objectives – with Examples!

Instructional objectives are the goals you set for your employee training programs. But there’s more to writing clear objectives than just making a list of what you want the program to cover. To help you develop the courses you’ll need to boost employee growth, start by writing SMART instructional objectives.

Why Do You Need Instructional Objectives?

Before you write your objectives, consider why you need them in the first place.

If you create a well-written objective, the training program has a much higher chance of success. Employees will learn to use the skills you’re teaching and apply them in the field right away. But if you don’t have objectives in place, it’s easy to become lost in the weeds. This wastes time and money and doesn’t help you accomplish your goals.

What is a SMART Objective?

You’ve probably heard of the SMART framework for setting goals. This is a valuable technique for double-checking that your goals are going to be successful.

SMART stands for:

Using this method will keep you on track as you develop your learning objectives .

Specific Learning Objectives

To begin, list everything that you want your employees to learn during their training. Use unambiguous, direct language that explains precisely what they should accomplish when they are done learning.

Try to use action verbs rather than long sentences. At the end of the training, do you want your employees to understand a new concept, or do you want them to apply the new concept during their daily work? Using verbs explains very clearly what the goal is for this training.

Measurable Learning Objectives

The next part of writing great objectives is to determine how success will be measured . There should be some observable action connected to this training program. For example, you can include a test at the end of the training program and require employees to pass with a certain percentage of accuracy. This can be one way to measure the success of the training.

Another option is to measure a reduction of behavior. Let’s say that the training you are offering is on a safety matter . After the training is given, track how many instances of safety violations occur in the next week. If the number is fewer than before, you may consider the training successful.

Achievable Learning Objectives

While studies have shown that employees like to be challenged in their roles, it’s essential that education be kept to an achievable level. No one likes to feel unintelligent. Be sure that your team is given the time and resources they need to complete the training, and don’t expect them to become experts after just one course. Check that the education offered meets the employees at their current level of understanding and that you offer different types of education to allow for accessibility to all learners.

Relevant Learning Objectives

If the material you want to teach doesn’t apply to the team’s daily tasks, they will probably not feel motivated to complete it. Training needs to have some meaning to the employee, or it will feel like a waste of their time and efforts. Be sure that your objective explains why this training is essential and how employees will apply the knowledge in their roles.

Timely Learning Objectives

Finally, consider immediacy when choosing your training materials. What do your employees need to know right now? They will be more motivated to learn something they can use tomorrow instead of next year. Materials will be forgotten if they aren’t applied right away, and the sense of urgency created by the need to know is vital for motivation.

Examples of Great Learning Objectives

With the five elements to writing SMART objectives, you can get started right away. Here are some examples of well-written learning objectives that use these characteristics.

• After the Microsoft Excel course, employees will be able to create a financial spreadsheet used to conduct monthly financial analyses.
• After attending this PR training event, employees will establish a list of 10 relevant professional contacts in the industry.
• After shadowing a relevant mentor, employees will be able to summarize the editorial process of the company’s online journal.

As you can see, each learning objective offers a specific verb (create, establish, summarize) that is given context that applies to the employee’s daily role on the team. Each objective explains precisely what action is expected for measurability, and each is necessary for the immediate future of the employee’s job.

Another critical point to understand is that learning objectives don’t need to be long. If you can summarize the important goal of the training exercise in a single sentence, that is even better.

Bonus: Consider How Employees Will Demonstrate Their Knowledge

Using the SMART framework is a great way to get started with practical learning objectives. But if you want to improve your goals even more, consider a characteristic of academic learning goals. When teachers determine their goals for students, one thing they include is how the student will demonstrate their newfound knowledge.

In the workplace, this may mean having a manager review the work that an employee does after going through a course to ensure the new skills were applied. It may mean discussing new ideas with a mentor or even giving a presentation to team members.

If you want to add this extra layer of accountability and reinforcement to your learning objectives, consider writing something like this:

“After the Microsoft Excel course, employees will create a financial spreadsheet to be used in monthly financial analyses and share this spreadsheet with the senior accounting team for feedback.”

This is an excellent way to put the finishing touch on your SMART learning objectives.

Looking Ahead with Learning Objectives

Now that you have well-written learning objectives, you can consider how you will use them to shape your training program . You can use these goals to choose the suitable LMS or build the right internal training modules for every role in your company.

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Creating Writing Assignments: Taxonomy of Learning Objectives

Bloom et al.’s (1956) Taxonomy of Educational Objectives for the Cognitive Domain (with Outcome-Illustrating Verbs)*

Designing Assignments: Exercise in Assignment Design Using Bloom’s Taxonomy (doc)

Remembering (recalling) appropriate, previously learned information, such as terminology or specific facts.

Verbs to use in assignments to have students demonstrate knowledge: define; describe; enumerate; identify; label; list; match; name; read; record; reproduce; select; state; view.

Example : Ask your students to do a free-write in class, in which they identify three causes of the Civil War, or define Progressivism. Use their responses as a starting point for discussion or have the students discuss their responses in small groups.

Comprehension

Understanding the meaning of informational materials.

Verbs to use in assignments to have students demonstrate comprehension: classify; cite; convert; describe; discuss; estimate; explain; generalize; give examples; make sense of; paraphrase; restate (in own words); summarize; trace; understand.

Example : Ask your students to paraphrase an author’s argument, or a part of their lecture notes, in one paragraph. Then divide the students into pairs and ask the students to discuss any gaps or discrepancies in their comprehension and to construct a new and better paragraph together.

Application

Using previously learned information in new and concrete situations to solve problems that have single or best answers.

Verbs to use in assignments so that students can demonstrate their ability to apply: act; administer; articulate; assess; chart; collect; compute; construct; contribute; control; determine; develop; discover; establish; extend; implement; include; inform; instruct; operationalize; participate; predict; prepare; preserve; produce; project; provide; relate; report; show; solve; teach; transfer; use; utilize.

Example : Ask students to relate classroom instruction on the immigrant experience in the United States to primary sources which you provide (or which they collect on their own). Ask the students to use the primary sources to teach a course theme to their peers or have them report their observations on a threaded discussion list.

Breaking down informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.

Verbs to use in assignments so that students can demonstrate their ability to analyze: break down; correlate; diagram; differentiate; discriminate; distinguish; focus; illustrate; infer; limit; outline; point out; prioritize; recognize; separate; subdivide.

Example : In an exam essay question, students may be asked to analyze the reasons for European settlement in the “New World.” Beyond simply identifying the reasons, they are asked to prioritize the reasons in order of significance and to distinguish between the reasons for settlement in New England vs. Virginia.

Creatively or divergently applying prior knowledge and skills to produce a new or original whole.

Verbs to use in assignments so that students can demonstrate their ability to synthesize: adapt; anticipate; categorize; collaborate; combine; communicate; compare; compile; compose; contrast; create; design; devise; express; facilitate; formulate; generate; incorporate; individualize; initiate; integrate; intervene; model; modify; negotiate; plan; progress; rearrange; reconstruct; reinforce; reorganize; revise; structure; substitute; validate.

Example : In preparation for a research paper, students may be asked to create a prospectus, in which they formulate a hypothesis, compile a bibliography, and plan a research schedule.

Judging the value of material based on personal values or opinions, resulting in an end product, with a given purpose, without real right or wrong answers.

Verbs to use in assignments so that students can demonstrate their ability to evaluate: appraise; compare and contrast; conclude; criticize; critique; decide; defend; interpret; judge; justify; reframe; support.

Example : Have students write a five-page essay in which they compare and contrast two authors’ arguments on a given topic, evaluate their use of evidence, and defend one interpretation over the other.

*Lorin Anderson, David Krathwohl, et al. published a revision of the taxonomy in 2000: A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives . New York: Longman.

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Definition and Rationale of Goals and Objectives - School of Teacher Education

Definition and rationale of goals and objectives.

The What, Why, How and When?

What are goals? Goals are broad, generalized statements about what is to be learned. Think of them as a target to be reached, or "hit." What are instructional objectives?

An instructional objective is a statement that will describe what the learner will be able to do after completing the instruction. (Kibler, Kegla, Barker, Miles, 1974).

According to Dick and Carey (1990), a performance objective is a detailed description of what students will be able to do when they complete a unit of instruction. It is also referred to as a behavioral objective or an instructional objective.

Robert Mager (1984), in his book Preparing Instructional Objectives , describes an objective as "a collection of words and/or pictures and diagrams intended to let others know what you intend for your students to achieve" (pg. 3). An objective does not describe what the instructor will be doing, but instead the skills, knowledge, and attitudes that the instructor will be attempting to produce in learners.

• Instructional objectives are specific, measurable, short-term, observable student behaviors. They indicate the desirable knowledge, skills, or attitudes to be gained.
• An instructional objective is the focal point of a lesson plan. Objectives are the foundation upon which you can build lessons and assessments and instruction that you can prove meet your overall course or lesson goals.
• Think of objectives as tools you use to make sure you reach your goals. They are the arrows you shoot towards your target (goal).
• Begin with an understanding of the particular content to which the objectives will relate.
• The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on, and so learning can be objectively measured. Different archers have different styles, so do different teachers. Thus, you can shoot your arrows (objectives) many ways. The important thing is that they reach your target (goals) and score that bullseye!

In summary, goals and objectives guide all teaching, learning and assessment.

When writing instructional objectives, focus on the learner, not the teacher!

The purpose of a behavioral objective is to communicate . Therefore, a well-constructed behavioral objective should leave little room for doubt about what is intended.

• Objectives communicate and guide development of assessment, instructional methods, and content materials.
• Objectives communicate the focus of learning that enables instructors and students to work toward a common goal.
• The teacher can use objectives to make sure goals are reached.
• Students will understand expectations. Any skill is learned more effectively if the learner understands the reason for learning and practicing it.
• Objectives communicate the a ssessment and grading. Objectives provide a means of measuring whether the students have succeeded in acquiring skills and knowledge.
• Objectives communicate and allow students the opportunity for self-evaluation .

Instructional objectives must be written to communicate realistic , measurable, and learner centered outcomes .

• Realistic objectives can be achieved by the learners within your time frame and in your given environment.
• Measurable objectives enable you to observe and determine how well learners have acquired skills and knowledge.
• Learner centered objectives state what the learner can do at the end of training. They always start with action verbs.
• Specify intended results or outcomes, and not the process Teaching and lecturing is part of the process of instruction, but it isn't the purpose of the instruction. The purpose is to facilitate learning.

Instructional objectives contain four components: the Audience, the Behavior, the Condition, and the Degree. (Section 4 of this tutorial fully describes these components.)

Objectives should be developed:

• Before a lesson or course is developed (by designer).
• Before a lesson or course is taught (by instructor).
• Objectives should be reviewed with students at the beginning of the course/module/lesson.

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