A learning objective is an outcome statement that captures specifically what knowledge, skills, and attitudes learners should be able to exhibit following instruction. Stating intended learning outcomes provides direction for teaching, sets the necessary foundation for assessment of learning, conveys instructional intent to others, and serves as an implicit contract between teacher and student. All learning objectives should define specific, measurable, and observable behaviors learners will acquire at the end of the course.
A learning objective statement contains a verb (an action) and an object (usually a noun).
- The verb generally refers to [actions associated with] the intended cognitive process.
- The object generally describes the knowledge that students will acquire or construct.
Some learning objectives are vague and use verbs such as understand, know, appreciate or learn. These verbs aren't specific and therefore not measurable, and instructors should avoid them. To find a replacement for one of these verbs, ask yourself, "What would students do differently if they really 'understand' or 'appreciate' X?"
Bloom's Taxonomy provides a common language for instructors to derive their learning outcomes. The framework categorizes levels of cognitive processes along a continuum of increasing cognitive complexity from remember to create.
Bloom's Revised Taxonomy
| Level | Verbs & Sample Objectives |
|---|---|
|
Remember Be able to recall information such as dates, events, places, ideas, definitions, formulas, and theories. |
Arrange, Define, Describe, Detail, Draw, Duplicate, Identify, Indicate, Inventory, Label, List, Locate, Match, Name, Outline, Pick, Point, Pronounce, Quote, Recall, Recite, Recognize, Record, Relate, Repeat, Reproduce, Restate, State, Underline |
|
Understand Be able to grasp the meaning of the information, express it in own words, and/or cite examples. |
Classify, Confirm, Contrast, Convert, Decipher, Defend, Designate, Differentiate, Equate, Estimate, Examine, Express, Extend, Extrapolate, Generalize, Give Examples, Group, Infer, Interpret, Order, Paraphrase, Predict, Rephrase, Rewrite, Sort, Specify, Substitute, Tell, Translate |
|
Apply Be able to apply knowledge or skills to new situations. Use information and knowledge to solve a problem, answer a question, or perform another task. |
Add, Allocate, Alter, Apply, Calculate, Change, Choose, Complete, Compute, Conduct, Coordinate, Demonstrate, Determine, Direct, Discover, Divide, Dramatize, Draw, Employ, Formulate, Gather, Graph, Make, Manipulate, Model, Multiply, Operate, Perform, Present, Provide, Recount, Report, Schedule, Show, Sketch, Subtract, Use, Utilize |
|
Analyze Be able to break down knowledge into parts and show and explain the relationships among the parts. |
Analyze, Appraise, Associate, Break Down, Criticize, Discern, Diagram, Discriminate, Dissect, Distinguish, Elect, Establish, Explain, Expound, Illustrate, Inspect, Profile, Question, Refute, Separate, Simplify, Subdivide, Summarize, Test |
|
Evaluate Be able to judge or assess the value of material and methods for a given purpose. |
Argue, Assess, Attack, Compare and Contrast, Conclude, Critique, Debate, Decide, Deduce, Diagnose, Evaluate, Forecast, Improve, Judge, Justify, Measure, Prioritize, Prove, Rank, Rate, Recommend, Resolve, Revise, Select, Solve, Support, Value, Verify, Weigh |
|
Create Be able to pull together parts of knowledge to form a new whole and build relationships for new situations. |
Assemble, Assimilate, Categorize, Collect, Combine, Compile, Compose, Condense, Construct, Create, Design, Derive, Develop, Devise, Elaborate, Expand, Generate, Guide, Hypothesize, Integrate, Invent, Manage, Modify, Organize, Plan, Prepare, Prescribe, Produce, Propose, Rearrange, Reconstruct, Reorganize, Rework, Set Up, Synthesize, Theorize, Transform, Write |