Learning

 Objectives  
 
 
 
What  is  a  learning  objective?  
A  learning  objective:  
• Is  a  specific,  measurable,  short-­‐term,  observable  statement  
• Indicates  desirable  knowledge,  skills,  or  attitudes  expected  of  students  as  a  
result  of  instructional  activities  
• Outlines  standards  and  expectations  in  a  course  
• Is  connected  to  course  objectives,  which  are  broader  statements  reflecting  
general  course  goals  
• Is  a  framework  for  evaluating  student  understanding  and  progress  
A  learning  objective  is  not:  
• A  vague  non-­‐measurable  statement  
 
How  do  students  benefit  from  learning  objectives?  
Students  benefit  from  learning  objectives  because  they  are  able  to  easily  understand  
what  is  asked  of  them.   Clear  learning  expectations  help  students  identify  and  organize  
critical  concepts  and  objectives  required  to  be  successful  in  a  course.  
 
How  do  learning  objectives  fit  within  course  development?  
Consider  the  following  diagram  for  context  on  how  learning  objectives  fit  within  
broader  coursework  (Fink,  2003).  
 
Learning  Objectives  
 
 
 
 
 
Learning  Activities   Evaluation  &  Assessment  
 
This  diagram  helps  demonstrate  the  extent  to  which  learning  objectives,  learning  
activities  and  evaluation  and  assessment  depend  on  one  another  in  the  creation  of  an  
effective  course.   Focusing  on  only  one  or  two  of  these  elements  could  create  imbalance  
in  a  course  and  diminish  student  learning.   A  balanced  approach  can  help  to  produce  
stronger,  more  dynamic  course  material  that  focuses  on  desired  student  behaviors.  
 
What  are  the  different  types  of  learning  objectives?  
Bloom’s  Taxonomy  (“Bloom’s  Taxonomy,”  2012)  can  also  be  applied  to  learning  
objectives  through  Bloom’s  three  “domains”  of  learning:  cognitive,  affective  and  
psychomotor.   These  three  types  of  learning  include:  
• Creating  new  knowledge  (Cognitive)  
• Developing  feelings  and  emotions  (Affective)  
• Enhancing  physical  and  manual  skills  (Psychomotor)  
 Learning  objectives  can  also  be  scaffolded  so  that  they  continue  to  push  student  
learning  to  new  levels  in  any  of  these  three  categories.  
 
For  example:  
  Level  One   Level  Two  
Cognitive  objective   …list  three  characteristics   …list  six  characteristics  
associated  with…   associated  with…  
Affective  objective   …identify  your  personal   …empathize  with  the  view  
view  of  XYZ  issue…   of  another  person  culturally  
on  XYZ  issue…  
Psychomotor  objective   …walk  length  of  balance   …walk  length  of  balance  
beam…   beam  in  six  seconds…  
 
What  are  the  components  of  a  learning  objective?  
The  ABCD  (audience,  behavior,  condition,  and  degree)  method  can  be  used  to  identify  
all  core  components  of  a  learning  objective.  
1. Audience  (the  learners)  -­‐  Who  will  be  doing  the  behavior?  
2. Behavior  (performance)  -­‐  What  should  the  learner  be  able  to  do?  It  is  important  
to  make  sure  the  behavior  is  seen  or  heard.  
3. Condition  -­‐  Under  what  conditions  do  learners  demonstrate  their  mastery  of  the  
objective?  
4. Degree  (or  criterion)  -­‐  How  well  must  the  learned  behavior  be  done?  Common  
degrees  include:  speed,  accuracy,  quality,  and  quantity.  
 
Example:  Each  [course  participant]  should  be  able  to  [list]  [three  characteristics]  
that  make  the  family  medicine  physician  distinctive  from  other  specialists  in  the  health  
care  system.  
 
In  this  example  the  primary  parts  are:  
 
Audience   “.  .  .  course  participant  .  .  .”  
Behavior   “.  .  .  list  .  .  .”  
Condition   Through  an  exam  
Degree   “.  .  .  three  characteristics  .  .  .”  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
How  are  learning  objectives  assessed?  
It  is  important  to  assess  objectives  continually.   Each  semester/year  objectives  can  be  
further  refined  to  define  desired  learning.  
 
1. Apply  the  following  questions  based  upon  the  ABCD  model  to  test  objectives.  
a. Does  the  audience  need  to  be  changed?   To  modify  the  above  objective,  
consider  changing  audience  to  pairs,  groups,  or  a  whole  course  of  students.  
b. Does  the  behavior  being  required  of  students  most  effectively  practice  the  
desired  learning  material?   To  modify  the  above  objective,  consider  changing  
behavior  from  listing  components  of  a  topic  to  writing  in  detail  about  one  
component  of  a  topic.  
c. Is  the  condition  chosen  appropriate  to  document  learning?   To  modify  the  
above  objective,  consider  changing  the  condition  from  an  examination  to  an  
in-­‐class  assignment.  
d. Is  the  degree  of  learning  required  appropriate?   To  modify  the  above  
objective,  consider  changing  the  requirements  from  three  thoughts  to  one  or  
five.  
 
References  
 
A  quick  guide  to  writing  learning  objectives.  (2012).  Retrieved  on  November  28th   2011  
from  http://nwlink.com/~donclark/hrd/templates/objectivetool.html  
 
Articulate  your  learning  objectives.  (2011).  Retrieved  on  November  28th   2011  from    
http://www.cmu.edu/teaching/designteach/design/learningobjectives.html  
 
Bloom’s  taxonomy  of  learning  domains.  (2011).  Retrieved  on  January  25th   2012  from    
http://www.nwlink.com/~donclark/hrd/bloom.html  
 
Fink,  D.  L.  (2003)  Creating  Significant  Learning  Experiences.  San  Francisco,  CA:  Jossey-­‐Bass.  
 
Pedagogy  merlot.  (2011).  http://pedagogy.merlot.org/LearningObjectives.htm  
 
Writing  learning  objectives.  (2011).  Retrieved  on  November  28th   2011  from    
http://www.oucom.ohiou.edu/fd/writingobjectives.pdf