Learning Objectives/Outcomes

Learning objectives/outcomes is the second component in the educational process. In this

context, it is nice to relate the learning outcomes from that of the instructional goals, vision and
mission of an academic institution. The vision and mission statement of an academic institution
state “what it ought to be?” or “what to achieve?” forever in the future. It also states the dreams
and plans of an academic institution in the future. This vision and mission are broad in nature.
To achieve such, this is cascaded to the goal of a college of an academic institution; and further
to academic program, subject course and lesson/topic objectives/outcomes. We note that a
university is composed of several colleges or institutes. A university may have the following
colleges or institutes such as College of Education, College of Arts and Sciences, Institute of
Business Management, etc. Each of the colleges of a university offer academic programs or we
simply call it courses. Part of vision and mission statements may be “to produce globally
competent professionals and leaders in the society”. These statements are really board in nature.
For instance, a university has a unit or college called, College of Education. In order to fulfill the
dreams and plans of this university to produce globally competent professionals, it is inherent
that this college, the College of Education may set its goal “to produce globally competent future
teachers”. Thus, this instructional goal of the college is formulated specific and definite. The
college is mandated to offer teacher education program to achieve its goal. These programs may
include Bachelor of Secondary Education (BSEd), Bachelor of Elementary Education (BEEd), etc.
Meanwhile, the college sets a more specific and definite goals appropriate for an academic
program. In particular, part of the goal of BSEd program may be stated, “at the end of four-year
period, the graduates of this program or the secondary teachers must possess wide range of
theoretical and practical skills for an effective delivery of instruction”. A vital in the
implementation of an academic program is a curriculum which consists of subject courses along
with set of standards, concepts, knowledge and skills to be acquired by learners. How can leaners
acquire knowledge and skills? To visualize these standards, different subject courses are designed
according to its general and specific learning objectives and anchored with teaching
methodologies and assessment procedures. The general learning objectives or intended
learning outcomes are standards to be attained in a subject course while specific learning
objectives or student learning outcomes are standards to be achieved in a specific concept
or topic. The learning outcomes are the basis of teachers in preparing lessons. Now, you can see
and trace how lessons are planned and conceptualized in the end and view for learners’ acquisition
of the knowledge and skills.

Thus, in the process from the educational goal to general instructional objectives/intended
learning outcomes and further to specific learning objectives/outcomes, the end product is learner
performance.

What do you think are significant in designing and planning a course or lesson? Why you
think so? What can be said about the outcome of a lesson in the absence of well-crafted learning
objectives/outcomes?

We now introduce the concept of instructional goals and learning objectives/outcomes.

Instructional Goals are statements that describe in general what learners should be able to
DO forever after experiencing a distinct unit of instruction. It is broad in nature as an
instructional intervention. It is also often as a direct solution to an instructional need.
 Examples:
The goal of teacher education
The goal of agricultural education
The goal of forestry education

Instructional Objectives are statements of what students will LEARN in a class or in a class
session. These statements are focused on student learning (What will students learn
today?) rather than instructor teaching (What am I going to teach today?). These
statements should include a verb phrase and an impact ("should be able to") phrase --
what students will DO/be able to DO and how they will apply that skill or knowledge. It
forms the backbone of the lesson and specific in nature as intervention to develop specific
knowledge and skills.

In stating our learning objectives/outcomes for a particular lesson, we usually start with
the introductory statement,

“At the end of the lesson/topic, the students should be able to:”

Note that this statement should end with a colon (:) and the learning objectives are
enumerated thereafter. Learning outcomes should start with small letter and
comma/semi-colon is placed every after the statement except the last. A period is placed
at the end of the last learning outcome.

Examples:

1. At the end of the lesson, the students should be able to:

a. define fractions,
b. discuss different types and kinds of fractions,
c. illustrate fractions,
c. perform addition, subtraction, multiplication and division of
fractions, and
d. solve problems involving addition of fractions.

In writing learning outcomes, it is important to note that there must be

corresponding question/s or test item/s to measure knowledge and skills, that is, opt
to be achieved.

The following are possible corresponding questions/test items to measure the above
learning outcomes:

1. What is meant by fraction?

2. What are the different types and kinds of fractions?
3. How do you differentiate different kinds and types of fractions?
4. How do you illustrate fractions?
5. What is the sum of ½ and 3/2?
 6. How do you add fractions?
and others.

The introductory statement in stating the learning outcomes may also be written as,

“At the end of the lesson, at least 75% of the students should be able to:”

In other words, the teacher can also specify or set a target as to determine how many
percent of the students are capable of acquiring the expected knowledge and skills based on
learning outcomes. However, the former pattern is the most commonly used.

The general objectives or intended learning outcomes of a subject course are also
stated following the pattern of stating the specific learning objectives/learning outcomes.

Classification/Taxonomy of Educational Objectives

The development of learner’s knowledge and skills must be holistic, that is, the focus
should not only be toward the mind or intellectual abilities. It must also embrace the development
of interests, attitudes, values, appreciation and acquisition of manipulative motor skills. This
supports the theory of Gardner toward developing the multiple intelligences of an individual since
learners vary in skills and interests. Towards the end, the goal of the teacher is to integrate
together the development of the mind, the emotion and affection as well as the movement of
leaners in order to fully cultivate the skills and interests of learners. There are three classifications
of educational objectives. These are cognitive domain, affective domain and psychomotor
domain.

Cognitive Domain – refers to the development of intellectual abilities and skills.

Affective Domain – refers to the development of interest, attitudes, values and appreciation.

Psychomotor Domain – refers to acquisition of manipulative motor skills.

The cognitive taxonomy was described in 1956, and the affective in 1964, the
psychomotor domain was not fully described until the 1970s.

Each of these domains is subdivided into categories. These categories begin with the
relatively simple knowledge outcomes and progress through increasing complex levels of
intellectual ability. The taxonomy is vital in identifying the types of learning outcomes that should
be considered when developing a comprehensive list of learning objectives/outcomes for
classroom instruction. You will notice that learner’s knowledge and skills progresses from one
level to another level.

What happens to the teaching-learning process if the teacher comes to class without
setting his/her lesson objectives?

Let us now discuss the different categories of each domain.

Cognitive Domain

The cognitive domain is classified into six (6) hierarchical of knowledge and skills. These
are remembering, understanding, applying, analyzing, creating and evaluating. These are in the
new version stated in verb form while the old version was stated in the noun form (knowledge,
comprehension, application, analysis, synthesis and evaluation in hierarchical order). This is called
the taxonomy of educational objectives which was developed by Bloom in 1956 and was revised
by his former students, Anderson and Krathwohl in 2001. The other revision focuses on
interchange of the 5th and 6th in the old version, that is, in the new version the creating or
synthesis became the highest level while evaluating is the 5th. The diagram below shows the old
and new versions of educational objectives in the cognitive level.

Figure 2. The Old and New Versions of Taxonomy of the Cognitive Domain
Source : Wilson O. Leslie, 2001

The following views and notions about the three domains and categories were based from
Bloom, 1956, Krathwohl, 1964 and Simpson, 1972 as cited by Gronlund (1990).

Remembering/Knowledge Level

The remembering or knowledge is the first level of thinking skill which emphasizes the
recall of previously learned material. This may involve the recall of wide range of material, from
specific facts to complete theories, but primarily to bring to mind the appropriate information. It
includes learning outcomes related to (a) knowledge of specifics, such as terminology and facts;
(b) knowledge of ways and means of dealing with specifics, such as conventions, trends and
sequences, classifications and categories, criteria and methodology; and (c) knowledge of
universals and abstractions, such as principles, generalizations, theories, and structures. It
represents the lowest level of learning outcomes in the cognitive domain.

Examples:
1. to identify the first president of a country
 2. to state the properties of real numbers
3. to enumerate the kinds of triangles
4. to state the different parts of speech
5. to enumerate the different automotive tools
6. to state the vision and mission of a university

Certainly, knowledge does not end in this level! We now proceed to the next level of the
cognitive domain.

Understanding/Comprehension Level

This second level of thinking skill provides the ability to grasp or understand the meaning
of materials. This may be shown by translating materials from one form to another (words or
numbers), by interpreting materials (explaining or summarizing) and by predicting future trends,
consequences or effects. Thus, learning outcomes of this level relate to (a) translation, (b)
interpretation, and (c) prediction of materials. These learning outcomes go one step beyond the
simple remembering of material and represent the lowest level of understanding.

Examples:
1. to interpret a graph showing the population density of the world
2. to discuss different kinds of triangles according to shapes
3. to estimate an outcome after a period of time based on existing data

Applying/Application Level

This is the third level of thinking skill. It refers to the ability to use learned material in new
and concrete situations. This may include the application of such things as rules, methods,
concepts, principles, laws, and theories. The learning outcomes at this level relate to the use of
abstraction in particular situations.

Examples:
1. to construct charts and graphs
2. to apply the steps in baking cake
3. to perform the fundamental steps in automotive

Analyzing/Analysis Level

Analyzing is the fourth level of thinking skill. It refers to the ability to break down material
into its component parts so that its organizational structure may be understood. This may include
the identification of the parts, analysis of relationships between parts, and recognition of the
organizational principles involved. Learning outcomes here represent higher intellectual level than
comprehension/understanding and application because they require an understanding of both
content and the structural form of material. Learning objectives therefore in this level, relate to
breaking a whole into parts and distinguishing (a) elements, (b) relationships, and (c)
organizational principles.

Examples:
1. to deduce facts from a hypothesis.
 2. to solve problems involving addition of like and dislike fractions
3. to distinguish between facts and inferences

Do you see how knowledge progresses? Let us now learn what you can do after having
been exposed to learning experiences in the first four levels.

Creating/Synthesis Level

This level is the fifth in the taxonomy of educational objectives. This thinking skill refers
to the ability to put parts together to form a new whole. This may involve the production of a
unique communication (theme or speech), a plan of operations (research proposal), or set of
abstract relations (scheme for classifying information). Learning outcomes in this area stress
creative behaviors, with major emphasis on the formulation of new patterns or structures.
Learning objectives/outcomes relate to putting parts together in a new form such as (a) a unique
communication, (b) a plan of operation, and (c) a set of abstract relations.

Examples:
1. to produce an original piece of art.
2. to write a poem
3. to write a short story
4. to construct a miniature of a particular building
5. to design my future wedding gown
6. to create unique basket out of indigenous materials

Evaluating/Evaluation

Evaluating is the highest level of thinking skill which provides the ability to judge the value
of material (statement, novel, poem, research report) for a given purpose. The judgments are to
be based on definite criteria. These may be internal criteria (organization) or external criteria
(relevance to the purpose) and the learner may determine the criteria or to be given them.
Learning outcomes in this area are highest in the cognitive hierarchy because they contain the
elements of all other categories plus value judgments based on clearly defined criteria. This so
because once this objective is attained it is understood that the student applied all five (5)
categories from remembering to creating. This is indeed the highest level of complexity and
includes objectives/outcomes related to judging in terms of (a) internal evidence or logical
consistency and (b) external evidence or consistency with facts developed elsewhere.

Examples:
1. to recognize fallacies in an argument.
2. to assess the project-outputs of students using rubrics or criteria
AFFECTIVE DOMAIN

Affective domain is concerned with feelings or emotions and can also be divided into
five (5) levels of objectives. Also, the taxonomy or classification is arranged from simpler
feelings to those that are more complex. This domain was first described in 1964 and is
attributed to David Krathwohl as the primary author. The five (5) categories are receiving,
responding, valuing, organization and characterization

Receiving

Receiving as a level of refers to the learner’s willingness to attend to particular phenomena

or stimuli such as classroom activities, textbook, sounds, prevailing situations, etc. From a
teaching viewpoint, it is concerned with getting, holding, and directing the student’s attention.
Learning outcomes in this area range from the simple awareness that a thing exists to selective
attention on the part of the learner. Receiving represents the lowest level of learning outcomes
in the affective domain and therefore are indicative of the learner’s sensitivity to the existence of
stimuli and include (a) awareness, (b) willingness to receive, and (c) selective attention.

Examples:
1. to identify musical instruments by their sound
2. to identify animals according to their sound
3. to show a proper gesture in a situation

Responding

Responding as a second category of affective domain refers to active participation on the

part of the learner. At this level he/she not only attends to a particular phenomenon but also
reacts to it in some way. Learning outcomes in this area may emphasize acceptance in responding
(reads assigned material), willingness to respond (voluntary reads beyond assignment), or
satisfaction responding (reads for pleasure enjoyment). The higher level of this category includes
those instructional objectives that are commonly classified under interest; that is, those that stress
the seeking out and enjoyment of particular activities. In summary, it includes learning
objectives/outcomes active attention to stimuli such as (a) acceptance (b) willing to respond, and
(c) feeling of satisfaction.

Examples:
1. to contribute to group discussions by asking questions
2. to answer a question being raised
3. to report to proper authorities an incident that had happened
Valuing

Valuing as a third category of affective domain is concerned with the worth or value a
learner attaches to a particular object, phenomenon, or behavior. This ranges in degree from the
more simple acceptance of a value (desires to improve group skills) to the more complex level of
commitment (assumes responsibility for the effective functioning of the group). Valuing is based
on the internalization of a set of specified values, but clues to these values are expressed in the
student’s overt behavior. Learning outcomes in this area are concerned with behavior that is
consistent and stable enough to make the value clearly identifiable. Instructional objectives that
are commonly classified under attitudes and appreciation would fall into this category. This
includes learning objectives/outcomes regarding beliefs and evaluations in the form of (a)
acceptance, (b) preference, and (c) commitment.

Examples:
1. to argue over an issue on anti-terrorism bill
2. to complete the assigned task

Organization

Organization as the fourth category is concerned with bringing together different values,
resolving conflicts between them, and beginning the building of an internally consistent value
system. Thus, the emphasis is on comparing, relating and synthesizing values. Learning outcomes
may be concerned with the conceptualization of value (recognizes the responsibility of each
individual for improving human relations) or with the organization of a value system (develops a
vocational plan that satisfies his need for both economic security and social service). Instructional
objectives relating to the development of a philosophy of life would fall into this category. This
level involves (a) conceptualization of values and (b) organization of a value system.

Example:
1. to organize a meeting concerning a neighborhood’s housing
integration plan
2. to adhere to regulations that is being set

Characterization by a Value or Value Complex

Characterization by a Value or Value Complex is the highest level of the affective domain.
In this level, the individual or the learner has a value system that has controlled his behavior for
a sufficiently long time for him/her to have developed a characteristic life style. Thus the behavior
is pervasive, consistent, and predictable. Learning outcomes at this level cover a broad range of
activities, but the major emphasis is on the fact that the behavior is typical or characteristic of
student. Instructional objectives that are concerned with the student’s general pattern of
adjustment (personal, social, emotional) would be appropriate here. Thus, this level of greatest
complexity and includes behavior related to (a) a generalized set of values and (b) a
characterization of philosophy of life.

Example:
1. to demonstrate in front of a government building in behalf of a cause or idea
2. to practice one’s belief or view toward an undertaking

PSYCHOMOTOR DOMAIN

Psychomotor objectives are those specific to discreet physical functions, reflex actions
and interpretive movements. These types of objectives are concerned with the physically
encoding of information, with movement and/or with activities where the gross and fine
muscles are used for expressing or interpreting information or concepts. This area also refers
to natural, autonomic (involuntary or unconscious) responses or reflexes. There were actually
three (3) versions of this domain which include the work of Anita Harrow, E. J. Simpson (1972)
and R. H. Dave(1970). In this module, the work of Anita Harrow will be adopted.

We now introduce the categories of psychomotor domain.

Reflex movements

Objectives at this level include reflexes that involve one segmental or reflexes of the
spine and movements that may involve more than one segmented portion of the spine as
inter-segmental reflexes (e.g., involuntary muscle contraction). These movements are
involuntary being either present at birth or emerging through maturation. In other words,
objectives at this level relate to (a) segmental reflexes (involving more than one spinal segment).

Example: to contract a muscle.

Fundamental movements

Objectives in this level refer to skills or movements or behaviors relate to (a) walking, (b)
running, (c) jumping, (d) pushing, (e) pulling, and (f) manipulating. They are often components
for more complex actions.

Example: to run a 100-yard dash.

Perceptual abilities

Objectives in this level should address skills relate to (a) kinesthetic (bodily movements),
(b) visual, (c) auditory, (d) tactile (touch), and (e) coordination abilities. These objectives are
related to the ability of learners to take information from the environment and react on it.

Example: to distinguish distant and close sounds.

Physical abilities

Objectives in this area should be relate to (a) endurance, (b) strength, (c) flexibility, (d)
agility, (e) reaction-response time, and (f) dexterity.

Example: to do five sit-ups

to play a guitar

Skilled movements

Objectives in this area relate to skills and movements that must be learned from (a)
games, (b) sports, (c) dances; and (d) the arts.

Example:
1. to play a sport game using its rules
2. to dance the basic steps of the waltz

Non discursive communication

Objectives in this area relate to expressive movements through (1) posture, (2)
gestures, (3) facial (4) expressions, and/or (5) creative movements like those in mime or
ballet. These movements refer to interpretative movements that communicate meaning
without the aid of verbal commands or help.

Example: to act a part in a play

How to Write Learning Objectives?

A list of objectives for a course or unit of study should be detailed enough to convey the
intent of the instruction and general enough to serve as an effective overall guide in planning for
teaching and testing. This can be done easily by defining your objectives in two ways as follows:

1. State the general objectives as intended learning outcomes.

2. List under each objective a sample of specific types of performance that learners should
be able to demonstrate when they have achieved the objective.

This procedure should result in statements of general objectives and specific learning
outcomes. For example,

I. General Objective: Discuss fractions, it’s properties and application

Specific Learning Outcome:

1.1 define fractions,

1.2 illustrate fractions,

1.3 differentiate different kinds and types of fractions,

 1.4 perform addition of fractions,

1.5 perform subtraction of fractions,

1.6 perform multiplication of fractions,

1.7 perform division of fractions,

1.8 solve real-life problems involving fractions.

Steps for Stating Learning Outcomes

Gronlund (1990) summarizes the steps for stating instructional objectives as follows:

A. Stating General Instructional/Learning Objectives

1. State each general objective as an intended learning outcome (i. e., pupils’ terminal
performance)

2. Begin each general objective with a verb (e.g. applies, interprets, etc.).

3. State each general objective to include only one general learning outcome (e.g. not applies
and interprets).

4. State each general objective at the proper level of generality (i.e., it should encompass a readily
definable domain of responses). From eight to twelve general objectives will usually suffice.

5. Keep each general objective sufficiently free of course content so that it can be used with
various units of study.

6. Minimize overlap with other objectives.

B. Stating Specific Learning Outcomes

1. List each general learning objective/outcome a representative sample of specific learning

outcomes that describe the terminal performance learners are expected to demonstrate.

2. Begin each specific learning outcome with a verb that specifies observable performance (e.g.
identifies, describes).

3. Make sure that each learning outcome is relevant to the general objective it describes.

4. Include enough specific learning outcomes to describe adequately the performance of learners
who have attained the objective.

5. Keep the specific learning outcomes sufficiently free of course content so that the list can be
used with various units of the study.

6. Consult reference materials for the specific components of those complex outcomes that are
difficult to define (e. g. critical thinking, scientific attitude, creativity).

7. Add a third level of specificity to the list of outcomes, if needed.

 In step #2 we use the Bloom's Taxonomy of Educational Objectives (published in 1956
and revised in 2001) to express learning outcomes in a way that reflects cognitive skills. The table
below is list of behavioral terms (verbs) in each category.

Table 1. List of Illustrative Verbs for Stating Specific Objectives/Learning Outcome

for Cognitive Domain
Remembering Understanding Applying Analyzing Evaluating Creating
Define Estimate Demonstrate Distinguish Evaluate Diagnose
List Describe Illustrate Analyze Compare Propose
Recall Explain Operate Differentiate Assess Design
Name Identify Perform Compare Justify Manage
Describe Translate Interpret Contrast Judge Hypothesize
State Restate Apply Appraise Appraise Summarize
Repeat Express Use Classify Rate Plan
Record Convert Practice Outline Choose Formulate
Label Locate Predict Categorize Decide Arrange
Match Characterize Implement Break down Rank Organize
Reproduce Sort Relate Diagram Critique Construct
Label Distinguish Discover Infer Conclude Compile
Select Give example Manipulate Illustrate Contrasts Organize
State Produce Separate Discriminate Synthesize
Identify Solve Point out Interpret Compose
List Prepare Subdivide Criticize Reconstruct

Table 2. List of Illustrative Verbs for Stating Specific Objectives/Learning Outcome

for Affective Domain
Receiving Responding Valuing Organization Characterization
ask Answer complete adhere act
choose Assist describe alter discriminate
describe compile differentiate arrange display
Follow conform explain combine influence
give discuss follow compare listen
hold greet initiate complete modify
identify help Invite defend perform
locate label Join explain practice
name perform justify generalize propose
point to practice propose identifies qualifies
Select present Read integrate question
Sit read report modifiers revise
Reply recite select orders serve
use report Share organize solve
select Study prepare use
tell Work relate verifies
Write synthesis
Table 3. List of Illustrative Verbs for Stating Specific Objectives/Learning Outcome for
Psychomotor Domain.
 Observing Imitating Practicing Adapting
Watch Begin Bend Organize
Detect Explain Calibrate Relax
Distinguish Move Construct Shorten
Differentiate Display Differentiate Sketch
Describe Proceed Dismantle Write
Relate React Display Re-arrange
Select Show Fasten Compose
State Fix Create
Volunteer Grasp Design
Grind Originate
Handle
Measure
Mix
Operate
Manipulate

Do you think any verb can be used to state learning objective/outcome?

You should take note that there are some verbs to be avoided particularly when writing
learning outcomes. These verbs are vague and often not observable or measurable. For example,
how would you measure whether someone has "become familiar with" a particular tool? Use a
more specific verb. If you want students to "understand" something, think more closely about
what you want them to be able to do or produce as a result of their "understanding."

Verbs to be avoided:

• Understand
• Appreciate
• Know about
• Become familiar with
• Learn about
• Become aware of
• Approach
• Expand horizon
• Grasp the significance of
• Improve
• Thinks critically

What learning objectives/outcomes would appropriate and relevant in planning and

executing lesson?

We now introduce the characteristics of a good learning objective/outcome.

Learning outcomes are fundamental in assessing what students can demonstrate on what
they have learned from the lesson. In write learning outcomes, you should keep in mind that it
addresses and defines the scope (breadth and depth) of what the learner “will know” and “be
able to do” upon completion of a lesson or course. It should also be explicit, and learner-centered.
Hence, a teacher must take on formulating learning objectives geared toward outcomes-based.

What are the Characteristics of a Good Learning Outcomes?

1. Specific – it should be easily be understood by the learner and addresses what they will know
and able to do after the lesson or upon completion of the course.
2. Measurable - learning outcomes must indicate how learning will be assessed. There must be a
corresponding specific questions and test items to measure knowledge and skills of learner
toward the lesson.
3. Attainable - learning outcomes should emphasize ways in which the learner is likely to use the
knowledge or skills gained.
4. Realistic: all learners who complete the activity or course satisfactorily should be able to
demonstrate the knowledge or skills addressed in the outcome
5. Time-bound - learning outcome should set a deadline by which the knowledge or skills should
be acquired.
Summary of criteria for selecting the final list of objectives/outcomes:
(Gronlund, 1990)

1. Prepare tentative list of instructionally relevant learning objectives/outcomes

2. Review the list for
1.1 Completeness: Are all important outcomes included?
1.2 Appropriateness: Are all outcomes related to school/college/national goals?
1.3 Soundness: Are outcomes in harmony with sound principles of learning?
1.4 Feasibility: Are outcomes realistic in terms of student abilities, time available, and
facilities?