Developing objectives

Writing Learning Objectives A well written objective describes what learners will know, be able to do or understand as a result of completing a unit within a course. Each unit-level learning objective:

• Describes the supporting skills, knowledge, and attitudes learners will have when the unit is completed.

• Describes learner performance (not the instructor's assignments, learning plans, or instructional strategies).

• Begins with an action verb describing what the learner will be able to do upon completion of this course.

• Is measurable and observable.

• Reflects a level of accomplishment that is appropriate for the degree level and program affiliation of the learners and the course.

In addition, a clear, concise, well-written objective answers the following questions:

1. What? (action statement)

2. Why? (standard)

3. How? (condition)

When writing unit-level and supporting objectives, be sure to ask:

• What is the overall goal of the unit?

• What are the 3–5 supporting tasks will learners need to complete to achieve the overall unit objective?

• For each objective: what will learners know, do, or understand as a result of completing the unit? Why will they know, do, or understand it? How is the condition satisfied?

• Does each objective begin with an action verb?

• Are the verbs used to write the objectives appropriate for these learners in this degree program? Bloom’s (1956) Taxonomy of Cognitive Domains provides a framework for selecting appropriate verbs based on the level of learning. More information on Bloom follows this section.

• Is my objective SMART?

o Specific. An objective should not contain multiple objectives in one statement. If it does, break it down.

o Measurable. Can the behavior be observed and evaluated?

o Achievable. Can these objectives be achieved in the context of the course?

o Realistic. Is it reasonable to expect learners to achieve the objective?

o Timely. Does your objective statement include some sort of expectation about when the objective will be achieved? (In a unit objective, one may assume this to be by the end of the unit.)

1

Bloom’s Taxonomy of the Cognitive Domain Benjamin Bloom, a noted educational psychologist, worked with other educational experts to develop a classification of levels of intellectual behavior important in learning. Bloom and his team identified six levels within the cognitive domain, ranging from simple recall at the lowest level, to evaluation at the highest level. They are Evaluation, Synthesis, Analysis, Application, Understanding, and Knowledge.

Bloom’s Taxonomy is an excellent tool to guide the construction of competencies and objectives. Using the taxonomy helps assure the appropriate alignment between the levels of the learners, the course, and program and degree expectations.

Make sure learners have mastered content in the lower levels before teaching and testing at higher levels. For example, to write an analysis-level course, be sure learners possess (or will learn) the appropriate Knowledge-, understanding-, and application-level content prior to being tested at the analysis level.

Bloom’s Taxonomy Verbs The following table shows a variety of verbs that map to the six levels of Bloom’s Taxonomy.

Level Verbs

Knowledge: Remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers

Cite, Count, Define, Describe, Draw, Enumerate, Find, Identify, Index, Indicate, Label, List, Match, Meet, Name, Outline, Point, Quote, Recall, Recite, Record, Repeat, Reproduce, Review, Select, Sequence, State, Tabulate, Tell, Trace, View, Write.

Comprehension: Grasping or understanding Add, Conclude, Elaborate, Interact, Rewrite the meaning of informational materials Approximate, Contrast, Estimate, Locate,

Subtract Articulate, Convert, Explain, Observe, Summarize Characterize, Defend, Express, Paraphrase, Trace, Cite, Describe, Extend, Picture, Translate Clarify, Detail, Extrapolate, Predict, Classify, Differentiate, Factor, Report Compare, Discuss, Give examples, Restate Compute, Distinguish, Illustrate, Review.

Application: Applying previously learned information (or knowledge) to new and unfamiliar situations

Act, Collect, Establish, Investigate, Round off Adapt, Complete, Exercise, Manipulate, Sequence Administer, Compute, Expose, Modify, Select Allocate, Construct, Express, Operate, Show Alphabetize, Contribute, Extend, Paint, Simulate Apply, Control, Factor, Participate, Sketch Articulate, Customize, Figure, Personalize, Solve Assess, Demonstrate, Graph, Plot, Subscribe Assign, Depreciate, Handle, Practice, Tabulate Avoid, Derive, Illustrate, Prepare, Transcribe Back up, Determine, Imitate, Price, Transfer Calculate, Develop, Implement, Process, Translate

2

Level Verbs Capture, Diminish, Include, Produce, Use Change, Discover, Inform, Project, Utilize Chart, Dramatize, Instruct, Protect, Choose, Draw, Interconvert, Provide Classify, Employ, Interview, Report.

Analysis: Breaking down information into Analyze, Correlate, Explain, Lay out, Query parts, or examining (and trying to understand Audit, Debate, Explore, Limit, Relate Blueprint, the organizational structure of) information. Detect, Figure out, Manage, Select Breadboard,

Diagnose, File, Maximize, Separate Break down, Diagram, Focus, Minimize, Size up Characterize, Differentiate, Group, Optimize, Subdivide Classify, Discriminate, Identify, Order, Summarize Compare, Dissect, Illustrate, Outline, Train Confirm, Distinguish, Interrupt, Point out, Transform Contrast, Document, Inventory, Proofread.

Synthesis: Applying prior knowledge and skills to combine elements into a pattern not clearly there before.

Adapt, Contrast, Handle, Modify, Rearrange Animate, Correspond, Import, Negotiate, Reconstruct Arrange, Create, Improve, Organize, Refer Assemble, Debug, Incorporate, Outline, Reinforce Budget, Depict, Individualize, Overhaul, Relate Categorize, Design, Initiate, Perform, Reorganize Code, Develop, Integrate, Plan, Revise Collaborate, Dictate, Interface, Portray, Rewrite Combine, Enhance, Intervene, Prepare, Specify Communicate, Express, Invent, Prescribe, Structure Compare, Facilitate, Join, Produce, Substitute Compile, Formulate, Lecture, Program, Summarize Compose, Generalize, Make up, Progress, Validate Construct, Generate, Model, Propose, Write.

Evaluation: Judging or deciding according to some set of criteria, without real right or wrong answers.

Argue, Criticize, Interpret, Rank, Support Assess, Critique, Justify, Rate, Test Choose, Defend, Measure, Recommend, Validate Compare, Discriminate, Predict, Reframe, Verify Conclude, Estimate, Prescribe, Release, Contrast, Evaluate, Prioritize, Select Counsel, Explain, Prove, Summarize.

Reference Bloom, B.S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New

York, NY: David McKay.

3