Learning Objectives

IntroductionTemplate outline for writing course objectives: a main heading labeled “Course Objectives” with space for three numbered, broad course-level objectives, followed by sections for unit or module objectives (e.g., “Unit 1 Objectives”), each with three numbered blank lines for more specific objectives.

Learning objectives are the foundation of effective teaching, guiding both your instructional choices and your students’ expectations. This tip sheet will help you write clear, measurable objectives using strong action verbs, align them with Bloom’s taxonomy, and ensure they connect directly to your learning activities and assessments.

A Closer Look

How to Write Learning Objectives

A learning objective must state a student behavior that is specific, observable, and measurable. The objective must be able to be assessed.

To write an objective that is specific and measurable, use a strong action verb. Avoid verbs like learn, know, understand, or appreciate. Consider the following two objectives:

  • Understand the views of Piaget and Vygotsky on issues of cognitive development.
    • This objective is not measurable. How would this objective be assessed?
  • Compare and contrast the views of Piaget and Vygotsky on issues of cognitive development.
    • This objective is measurable. It can be assessed.

Bloom’s Levels of Learning

Choose verbs that use or reflect Bloom’s taxonomy. Bloom’s revised taxonomy identifies six increasingly complex cognitive levels of learning:

Level 1 Remembering Recalling and recognizing previously learned information or facts.
Level 2 Comprehending Being able to articulate what information or facts mean.
Level 3 Applying Applying learning information, procedures, or concepts to actual situations.
Level 4 Analyzing Breaking information into parts to identify or articulate relationships between the parts.
Level 5 Evaluating Justifying a decision, course of action, or the merits of particular ideas or information.
Level 6 Creating Generating new ideas, products, or perspectives.

 

Example Learning Objectives

Here are sample learning objectives from existing courses. Note how these reflect Bloom’s taxonomy and the verbs associated with it.

Level 1 Remembering Identify the different types of bacterial cell walls (gram-positive, gram-negative, S-layers, etc.), and list their properties.
Level 2 Comprehending Describe the goals, strengths, and weaknesses of psychological and neurobiological approaches to assessment.
Level 3 Applying Solve a quadratic equation with complex roots.
Level 4 Analyzing Compare and contrast both sacred and secular listening selections from the Middle Ages and the Renaissance.
Level 5 Evaluating Evaluate theories of human social, emotional, and moral development by providing examples and contexts to support your position.
Level 6 Creating Create a plan for classroom approaches to mitigate mild, moderate, and severe misbehaviors.

 

Alignment with Learning Activities and Assessments

Make sure that your learning objectives clearly align with the following:

  • Learning Activities: These activities allow the student to achieve the objectives (e.g., practice quizzes, reflection assignments, lower-stakes assignments and discussions).
  • Course Assessments: These assessments measure the student’s performance (e.g., graded exams and quizzes, higher-stakes assignments and projects).

It is best if learning activities/assessments and corresponding objectives are at the same level in Bloom’s taxonomy. In other words, avoid having a Level 2 objective (e.g., describe) assessed with a Level 4 task (e.g., a request to compare and contrast).

Strategies for New and Existing Courses

The process for writing learning objectives varies depending on whether the course is new or already exists.

  • Creating a New Course: Before doing anything else, concentrate on writing your objectives. They should guide the development of the rest of the course.
  • Revising an Existing Course: Analyze the learning activities and assessments that are already in the course, then write your learning objectives based on that analysis.

When creating learning objectives, keep in mind:

  • Every objective should have a corresponding learning activity/assessment.
  • Every learning activity/assessment should have a corresponding objective.

Reach out to your instructional designer if you have questions about your objectives or aligning them with the activities and assessments in your course.

Additional Resources