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Identifying and Articulating Learning Objectives

Performance objectives specify what the learner will be able to do after instruction. They typically include a stem stating the targeted student performance, how it will be assessed, and the criteria for success. Objectives should be SMART: Specific, Measurable, Attainable, Result-oriented, and Time-bound. There are six levels of cognition in Bloom's taxonomy, ranging from knowledge to evaluation, with example verbs provided for writing objectives targeting each level of thinking.

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250 views

Identifying and Articulating Learning Objectives

Performance objectives specify what the learner will be able to do after instruction. They typically include a stem stating the targeted student performance, how it will be assessed, and the criteria for success. Objectives should be SMART: Specific, Measurable, Attainable, Result-oriented, and Time-bound. There are six levels of cognition in Bloom's taxonomy, ranging from knowledge to evaluation, with example verbs provided for writing objectives targeting each level of thinking.

Uploaded by

Cherry Derramas
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Identifying and Articulating Learning Objectives

Objectives are statements of what will be achieved as a result


of the instruction the teacher
is designing. Lesson or instructional objectives are also called
performance objectives because
of the emphasis on outcomes as manifested in their
performance.

What are performance objectives?


These are objectives that specify what the learner will be able to do when the instructional
event concludes. To keep the instructional design focused on helping the learner achieve
competencies or skills, it is critical that the teacher take time to state the instructional objectives in
terms of student performance.
It typically includes a stem plus three components: targeted student performance, a
description of the method for assessing the intended performance, and a criterion for measuring
success.

Example:
Objective: The student will be able to identify with 95% accuracy the subject and the verb in
the sentence written on the board
The Stem: The student will be able to
Target performance: identify the subject and the verb
Measurement conditions: in sentences written on the board
Criterion of success: with 95% accuracy
Another role of performance objective is to ensure that the teaching and learning
experience includes a full range of cognitive levels, from simple recall of facts to higher-end
critical thinking.
Performance objectives have the following characteristics (SMART): Specific,
Measurable, Attainable, Result-oriented, and Time-bound.
The following are the six levels of cognition ranging from recall of knowledge to
evaluation of knowledge. Each of these levels is described along with verbs that might be used in
objectives that are aimed at the level of thinking, thus:

Levels of learning
Knowledge
Includes memorizing, recognizing or recalling factual information.
Objectives at the knowledge level would include verbs like list, identify,
name, recite, state and define.
Comprehension
The emphasis at this level is on organizing, describing and interpreting
concepts. Verbs used in objectives at the comprehension level include
describe, interpret, explain, illustrate, summarize, restate, and defend
concepts or information.
Application
Requires that the student apply the information presented, solve problems
with it, and find new ways of using it. Objective verbs that would represent
outcomes at this level of thinking would include apply, classify, demonstrate,
discover, predict, show, solve, and compare.
Analysis
This level of taxonomy requires higher-level-thinking skills such as finding
underlying structures, separating the whole into components, identifying
motives, and recognizing hidden meanings. Verbs used in objectives at this
level might include analyze, ascertain, diagram, differentiate, examine,
determine, classify, investigate, construct, and contrast.
Synthesis
Raises desired outcomes to significantly higher levels of cognition. At this
level, students are expected to create an original product based on the
knowledge from several areas into a consistent concept. Action verbs in
objectives at the synthesis level would include combine, compile, create,
design, develop, expand, integrate, extend, originate, synthesize, and
formulate.
Evaluation
Refers to the highest level of cognition in Benjamin Bloom’s taxonomy.
Learner is expected to make a thoughtful value decision with reference to the
knowledge; resolve differences and controversy, and develop personal
opinions, judgments, and decisions. Objective verbs at this level include
assess, critique, judge, appraise, contrast, evaluate, weigh, and recommend.

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