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Overview | Application Process | Apply Now | Find a Provider | All About Learning Objectives
Learning Objectives
Some FAQs About Writing Learning Objectives...
1. What are course learning objectives
An objective is a statement of what learners should know and be able to do after successfully
completing a course of instruction.
2. How do we construct learning objective statements?

A well-constructed learning objective describes an intended learning outcome and contains three
parts: 1) conditions under which the resulting behavior is to be performed, 2) an observable
student behavior (such as a capability) that is attained, described in concrete terms, and 3) a
criterion that shows how well the student can perform the behavior.
For example, if the learning objective stated: “Given a set of data, the student will be able to
compute formulas to correctly balance the system.”
Part 1 (conditions) of the sample learning objective are the tools, data or other assistance that
will be provided to the student, as in “Given a set of data…”
Part 2 (behavior) of the sample learning objective is an action verb that connotes observable
student behavior. In this case, the word “compute” is a clear word showing the learned
behavior. Words such as “know,” “understand,” or “grasp” are insufficient or vague and should
not be used in a learning objective.
Part 3 (criterion) of the sample learning objective specifies how well the student must perform
the behavior, such as through a degree of accuracy, or a number of correct responses. In our
example, the word “correctly” sets the criterion for measurement. The example learning
objective could have had further detail, such as a stipulation for “velocity balancing” or “thermal
balancing,” and the course instruction would include modules on how to interpret data sets and
calculate formulas focusing on those outcomes.
3. What is the academic basis for types of learning, learning objectives and
instruction activities that reflect this approach?
Professor Benjamin Bloom proposed his taxonomy for learning in 1956, which divided
educational objectives into three domains: affective, psychomotor and cognitive. Skills in the
affective domain describe the way people react emotionally and their empathy toward others.
Affective aspects of learning objectives are focused on awareness and growth in attitudes,
emotions and feelings. Skills in the psychomotor domain describe the ability to physically
manipulate a tool or instrument, and psychomotor aspects of learning objectives concentrate on
development of skills or change in behavior related to physical activities. Skills in the cognitive
domain include knowledge, comprehension, analysis, and “thinking through” a topic or
challenge.
The following chart lists levels of learning (adapted from Bloom):
General Specific Behavioral

Action Verbs Used for Learning
Learning Learning Outcome for
Objectives (partial list)
Levels Levels Students
define, memorize, repeat, record, list,

Lower Knowledge recall, name, collect,label, specify, cite, Remember
enumerate, recount
restate, summarize, discuss, describe,

Comprehension recognize, explain, express, identify, Understand
locate, report, review, translate
exhibit, solve, interview, simulate, apply,
Operate Apply
Application employ, use, demonstrate, practice,
Experiment
illustrate, calculate
interpret, classify, arrange, differentiate,

group, compare, organize, examine, Compare
Analysis survey, categorize, dissect, probe, Analyze
inventory, investigate, discover, Distinguish
distinguish, diagram, inspect
compose, plan, prepare, imagine, produce,

Systemize
incorporate, develop, design, originate,
Synthesis Evaluate
formulate, predict, contrive, assemble,
Formulate
construct, synthesize
judge, assess, measure, appraise, estimate,
evaluate, infer, deduce, compare, score, Conclude
Higher Evaluation
value, choose, conclude, recommend, Create Innovate
select, determine
Almost every learning objective is likely to have affective, psychomotor and cognitive aspects,
but they can be classified according to which one of the three is emphasized in the learning
activity. For example, if the activity is “Planting a tree so that it survives for at least two years,”
the activity is primarily within the psychomotor domain but still requires ecological knowledge
and attitudinal behaviors.
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2. How do we construct learning objective statements?

The following chart lists levels of learning (adapted from Bloom):

General Specific Behavioral

define, memorize, repeat, record, list,

restate, summarize, discuss, describe,

interpret, classify, arrange, differentiate,

compose, plan, prepare, imagine, produce,

Put a link in here

Please read our Privacy Policy and Terms & Conditions

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