Download Writing Learning Objectives (handout)

How to Engage Learners in Higher Order Thinking
Writing Objectives
Comment on the objectives listed here. Why are they strong or weak? How would you revise them? Use
the Bloom’s Taxonomy handout to help you revise.
1. Describe the location of the heart in the thorax and mediastinum.
2. Relate thorax surface anatomy to underlying cardiovascular structures.
3. Describe the anatomy of the heart, including its coverings, chambers, and walls.
4. Identify the valves of the heart. Explain their function, and consequences of valve incompetence.
5. Apply your knowledge of anatomy to understanding clinical conditions related to the heart.
How to Write a Learning Objective
From http://www.assessment.uconn.edu/docs/HowToWriteObjectivesOutcomes.pdf




Specify both an observable behavior and the object of that behavior.
 Students will be able to write a research paper.
The criterion should be specified.
 Students will be able to write a research paper in the appropriate scientific style.
The condition under which the behavior occurs should be specified.
 At the end of their field research, students will be able to write a research paper in
the appropriate scientific style.
Note that the verb you choose will help you focus on what you assess.
Checklist for Objectives/Outcomes
From http://www.assessment.uconn.edu/docs/HowToWriteObjectivesOutcomes.pdf








Are the outcomes aligned with the mission, vision, values and goals?
Do the outcomes clearly describe and define the expected abilities, knowledge, values, and attitudes
of graduates of the program?
Are the outcomes simply stated?
Is it possible to collect accurate and reliable data for each outcome?
Are they stated so that it is possible to use a single method to measure the outcome? Are they
stated so that outcomes requiring different assessment methods are not bundled into one
statement?
Are they written using action verbs to specify definite, observable behaviors?
Does the language describe student rather than teacher behaviors?
Does the language describe a learning outcome, not a process?