Download Tips for Course and Module Objectives Writing Measurable

Tips for Course and Module Objectives
Writing Measurable Learning Objectives
Learning objectives form the basis for what is to be learned and keep students aware of what they
should be able to do upon completion of a module or unit of instruction. A well-stated learning
objective is always expressed in terms of the learner (focuses on what the learner needs to know, not
the instructor). It is precise and supports only one interpretation; it describes an observable behavior;
it specifies conditions under which the behavior is performed, and it specifies criteria for
accomplishment.
Learning objectives (often called performance objectives or competencies) are brief, clear, specific
statements of what learners will be able to perform at the conclusion of instructional activities.
Learning objectives are valuable for you and the student; they direct and guide teaching and
learning.
Helpful Tips
1. The course learning objectives describe measurable outcomes. Learning objectives should
precisely describe what students are to gain from instruction and should avoid vague terminology.
Measurable learning objectives also provide the criteria instructors need to accurately assess
student accomplishments.
For example: By the conclusion of this module, students will be able to summarize the
mechanisms of inheritance and the process by which protein and DNA are synthesized.
2. The module/unit learning objectives describe outcomes that are measurable and consistent
with the course-level objectives. The module/unit learning objectives are very important to set
clear, specific expectations for the student and instructor. They should be consistent with the
course objectives, either implicitly or explicitly.
For example:
Course-level objective: Students will demonstrate a mastery of rules of punctuation.
Module/Unit-level objective: Students will write sentences that demonstrate correct use of
commas, semicolons, and periods.
3. All learning objectives are stated clearly and written from the students’ perspective. An
effective learning objective will explain expectations for student behavior, performance, or
understanding. The learning objectives should not be written from the instructor’s point of view.
Incorrect: Lecture on the major principles of genetics.
Correct: By the conclusion of this module, students will be able to describe the major principles of
genetics.
4. Instructions to students on how to meet the learning objectives are adequate and stated
clearly. While instructions to the students may look different in each course, they should be clear
and visible, so students know exactly what is expected of them and how to meet the expectations.
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AP Course Building 101 – One Module at a Time!
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Tips for Course and Module Objectives
For example: Students may be given a list of steps that guides them in meeting the learning
objectives for each week, such as weekly assignment pages in narrative, bulleted list, or chart
form.
5. The learning objectives are appropriately designed for the level of the course. Prior to writing
learning objectives, you should evaluate the course as a whole and determine which level of
learning students need to master by the end of this course. Use Bloom’s Taxonomy to guide this
evaluation.
6. Students must have opportunities within the course to demonstrate the learning objectives. One
aspect of alignment is to ensure that these opportunities are present.
For example: If students are asked to “evaluate the ethical ramifications of genetic engineering,” is
there an assignment or project that allows them to reach the evaluation level?
Useful Strategies:
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Be sure that your objectives are “SMART:”
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Begin each learning objective with an active verb.
Consult Bloom’s Taxonomy Verb Wheel to find the
best verb for each objective.
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Aim for higher cognitive levels rather than simple
recall. Use verbs such as analyze, synthesize,
evaluate, explain, etc.
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Ensure that the verb you select matches the method you will use to assess student learning.
If you use “analyze,” for example, be sure that the student must perform an activity or answer
a question that requires analysis of a situation or concept.
Use a “verb wheel” such as the one shown on the next page to select appropriate verbs.
Most importantly,
“Understand” or “learn” do not specifically describe the expected demonstration of learning.
Academic Partnerships – with you every step of the way!
© 2013 Academic Partnerships
AP Course Building 101 – One Module at a Time!
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Tips for Course and Module Objectives
Source: http://www.alline.org/euro/images/bloomwheel.png
Academic Partnerships – with you every step of the way!
© 2013 Academic Partnerships
AP Course Building 101 – One Module at a Time!
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