The document discusses learning objectives and their importance in course development. It defines learning objectives as specific statements of what learners will be able to do after instruction. The document outlines the key components of learning objectives, including the performance, condition, and criterion. It also discusses Bloom's Taxonomy and how it can be applied to writing learning objectives for different domains like cognitive, affective, and psychomotor. The document provides examples of good and bad characteristics of learning objectives and gives guidance on writing clear, measurable objectives.

1. Spring 2016 Course Development Cohort
Laying the Foundation – Measurable Objectives
Any Cui

2. • What are Learning Objectives?
• Components of Learning Objectives
• Bloom’s Taxonomy of Learning
• Characteristics of Good/Bad Learning Objectives
Content Outline
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3. Why are learning objective important?
• Provide a framework for organizing the learning
• Help learners focus on “need to know” content and eliminate unnecessary content
• Inform learners about what new infomration or skills they will be learning
• Gudie in choosing appropriate methods and materials
• Assistant in designing appropriate assessment and evaluation tools that accurately reflect
the curiculum, check whether outcomes have been achieved
• Support meaningful review of curricula
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4. Definitions of Learning Objectives
• Performance objectives or competencies
• Brief, clear, specific statements of what learners will be able to perform at the
conclusion of instructional activities
• Not what the instructor will be doing
• Skills, knowledge, and attitudes change in learning
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5. Goals = objectives• Goal -- much broader statement
• Objectives -- more specific
• A single goal may have many specific subordinate learning objectives.
• What is a task?
• any learning activity or assessment that asks students to perform to demonstrate their
knowledge, understanding and proficiency.
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Concepts

6. Course level objectives = Lesson level objectives?
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7. Course level objectives = Lesson level objectives
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• Course level objectives are broad and general statement of the expectations for
students for the overall course
• Lesson level objectives are specifics of what we expect students to demonstrate
by the end of the each lesson.
• Course level objectives are built through specicial and individual lesson objectives

8. Magic Triangle--Alignment
• Objectives -- articulate the knowledge and skills
• Assessments -- allow the instructor to check…
• Instructional Strategies/Activities -- foster student learning
• Benefits of articluting learning objectives
• Select and organize course content
• Determine assessments and strategies
• Student direct learning efforts
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9. Components of Learning Objectives

10. Performance(behavior)
• What the participant should be able to do
• It is observable and measurable
• Example: The learner will be able to know the capitals of each state?
• The learner will be able to label each state capital on a map
• The learner will be able to list each state capital on a sheet of paper
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11. Condition
• Under what constraints the participant‘s performance occurs
• What the learner will be able to use
• Given a periodic table of the elements, the participant will state the atomic number of hydrogen......
• What the learner will not be able to use
• Without reference to the periodic table of the elements, the participant will be able to state the number of protons in
titanium.....
• The context or environment
• During a simulation where the laboratory catches on fire, the participant will be able to implement emergency procedures
.....
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12. Criterion
• Degree/Standard
• Speed
• within 45 seconds/under 60 minutes
• Accuracy
• with no more than 3 incorrect answers
• within 1/16 of accuracy
• Quality
• correctly scoring 90% from an expert panel
• exceeding 8 out of 10 standards
• Quantity
• producing at least 12 dozen widgets
• writing at least 100 words
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13. Bloom’s Taxonomy of Learning
• Cognitive domain (Knowlede objectives)
• Affective domain (Attitudes Objectives)
• Psychomotor domain (Skills Objectives)
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14. Cognitive domain (Knowlede objectives)
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Analyzing
Evaluating
Creating
Can the student apply what was
learned into practice?
Can the student recall or
remember the information?
Arrange, assemble, collect, compose,
constoruct, create, design, develop,
formulate, manage, modify, organzie, plan
Appraise, assess, choose, compare, critque,
estimate, evaluate, judge, measure, rate,
revise
Analyze, appraise, calculate, categorize,
compare, conclude, contratst, correlate,
criticize, deduce, debate, detect, determine
choose, cite examples of, demonstrate,
describe, determine, differentiate, discuss,
explain, express, interprete, locate, report
Define, identify, list, name, recall,
recognize, record, relate, repeat, underline
Can the student explain ideas or
concepts?
Can the student create a new
product or point of view?
Can the student justify a stand
or decision?
Understanding
Remembering
Applying Can the student recall or
remember the information?
Apply, demosntrate, dramatize, employ,
generate, illustrate, operate, practice, utilize

15. Affective domain (Attitudes objectives)
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Receiving Phenomena
Responding
Valuing
Organizing
Internalizing
Values
Act, discriminate, display, influence, modify, perform,
qualify, question, revise, serve, solve, verify
Compare, relate, synthesize
Appreciate, cherish, treasure, demonstrate, initiate, invite,
join, justify, propose, respect, share
Answer, assist, aid, comply, conform, discuss,
greet, help, label, perform, present, tell
Acknowledge, ask, follow, give, listen, understand
Awareness, willingness to hear, selected attention.
Active participation on the part of the learners.
The worth or value a person attaches to a
particular object, phenomenon, or behavior
Organizes values into priorities by
contrasting different values
Has a value system
that controls behavior

16. Psychomotor domain (Skills objectives)
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Perception
Set
Guided
Response
Mechanism
Complex
Overt
Response
Adaptation
Origination
choose
describe
detect
differentiate
distinguish
identify
isolate
relate
select
begin
display
explain
move
proceed
react
show
state
volunteer
copy
trace
follow
react
reproduce
respond
assemble
calibrate
construct
dismantle
display
fasten
fix
grind
heat
manipulate
measure
mend
mix
organize
sketch
assemble
calibrate
construct
dismantle
display
fasten
fix
grind
heat
manipulate
measure
mend
mix
organize
sketch
adapt
alter
change
rearrange
reorganize
revise
vary
arrange
build
combine
compose
construct
create
design
initiate
make
originate

17. Characteristics of Good Learning Objectives
1. Expectations are specific
2. Contain measurable behaviors
3. Describe learning
4. Contain only one action verb
5. Written in student-friendly language
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18. Characteristics of Bad Learning Objectives
1. Expectations are vague
• Explore other types of motion for rotational and oscillating systems.
2. Not measurable
• Understand the importance of recycling.
3. Describe a task
• Complete a quiz on Chapter 2 content.
4. Too many action verbs
• Recognize how stress affects health, differentiate between the broad categories of psychological disorders,
explain how specific disorders are diagnosed, and evaluate corresponding therapies.
5. Complex wording confuses students
• Utilize an established cyclical approach to compose prose that contains evidence-based arguments.
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19. Questions? Additional Info?
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20. The Dirty Dozen
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Naughty Words Why Better Choices
1. Understand
2. Know
3. Comprehend
4. Learn
Ambiguous – what does it
mean to “understand”
something?
Describe
List
Recall
Recognize
5. Explore
6. Reflect
7. Think critically about
These are mental processes
that we cannot see, and
therefore cannot measure
Analyze
Assess
Evaluate
8. Enjoy
9. Believe
10. Value
11. Experience
These are subjective emotional
responses – not indicators of
learning
List (acknowledge) multiple
perspectives
Describe your feelings
Summarize your experience

21. Practices
Learning Objectives 😀 or 😟 Why?
Arrange the steps of the scientific method from start
to finish.
Develop problem-solving skills and conflict
resolution.
Students will be able to demonstrate class
participation.
Compare the positive and negative aspects of non-
renewable and renewable energy resources.
Value exercise as a stress reduction tool.
Identify and analyze ways in which our multicultural
environment affects health care decisions.
Appreciate the value of people's differing worldviews
and self-perceptions, based upon the cultural
constructions of gender, sexuality, race, and class.
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22. Learning Objectives 😀 or 😟 Why?
Arrange the steps of the scientific method from start
to finish.
Specific, measurable, studentfriendly
language
Develop problem-solving skills and conflict
resolution.
Students will be able to demonstrate class
participation.
Compare the positive and negative aspects of non-
renewable and renewable energy resources.
Value exercise as a stress reduction tool.
Identify and analyze ways in which our multicultural
environment affects health care decisions.
Appreciate the value of people's differing worldviews
and self-perceptions, based upon the cultural
constructions of gender, sexuality, race, and class.
22
Practices

23. Learning Objectives 😀 or 😟 Why?
Arrange the steps of the scientific method from start
to finish.
Specific, measurable, studentfriendly
language
Develop problem-solving skills and conflict
resolution.
Vague, ambiguous, no condition
Students will be able to demonstrate class
participation.
Compare the positive and negative aspects of non-
renewable and renewable energy resources.
Value exercise as a stress reduction tool.
Identify and analyze ways in which our multicultural
environment affects health care decisions.
Appreciate the value of people's differing worldviews
and self-perceptions, based upon the cultural
constructions of gender, sexuality, race, and class.
23
Practices

24. Learning Objectives 😀 or 😟 Why?
Arrange the steps of the scientific method from start
to finish.
Specific, measurable, studentfriendly
language
Develop problem-solving skills and conflict
resolution.
Vague, ambiguous, no condition
Students will be able to demonstrate class
participation.
Vague, describes a task
Compare the positive and negative aspects of non-
renewable and renewable energy resources.
Value exercise as a stress reduction tool.
Identify and analyze ways in which our multicultural
environment affects health care decisions.
Appreciate the value of people's differing worldviews
and self-perceptions, based upon the cultural
constructions of gender, sexuality, race, and class.
24
Practices

25. Learning Objectives 😀 or 😟 Why?
Arrange the steps of the scientific method from start
to finish.
Specific, measurable, studentfriendly
language
Develop problem-solving skills and conflict
resolution.
Vague, ambiguous, no condition
Students will be able to demonstrate class
participation.
Vague, describes a task
Compare the positive and negative aspects of non-
renewable and renewable energy resources.
Specific, measurable, studentfriendly
language
Value exercise as a stress reduction tool.
Identify and analyze ways in which our multicultural
environment affects health care decisions.
Appreciate the value of people's differing worldviews
and self-perceptions, based upon the cultural
constructions of gender, sexuality, race, and class.
25
Practices

26. Learning Objectives 😀 or 😟 Why?
Arrange the steps of the scientific method from start
to finish.
Specific, measurable, studentfriendly
language
Develop problem-solving skills and conflict
resolution.
Vague, ambiguous, no condition
Students will be able to demonstrate class
participation.
Vague, describes a task
Compare the positive and negative aspects of non-
renewable and renewable energy resources.
Specific, measurable, studentfriendly
language
Value exercise as a stress reduction tool. Value is a subjective emotional response
and not an indicator of learning
Identify and analyze ways in which our multicultural
environment affects health care decisions.
Appreciate the value of people's differing worldviews
and self-perceptions, based upon the cultural
constructions of gender, sexuality, race, and class.
26
Practices

27. Learning Objectives 😀 or 😟 Why?
Arrange the steps of the scientific method from start
to finish.
Specific, measurable, studentfriendly
language
Develop problem-solving skills and conflict
resolution.
Vague, ambiguous, no condition
Students will be able to demonstrate class
participation.
Vague, describes a task
Compare the positive and negative aspects of non-
renewable and renewable energy resources.
Specific, measurable, studentfriendly
language
Value exercise as a stress reduction tool. Value is a subjective emotional response
and not an indicator of learning
Identify and analyze ways in which our multicultural
environment affects health care decisions.
The ability to identify is implied if learners
can analyze
Appreciate the value of people's differing worldviews
and self-perceptions, based upon the cultural
constructions of gender, sexuality, race, and class.
27
Practices

28. Learning Objectives 😀 or 😟 Why?
Arrange the steps of the scientific method from start
to finish.
Specific, measurable, studentfriendly
language
Develop problem-solving skills and conflict
resolution.
Vague, ambiguous, no condition
Students will be able to demonstrate class
participation.
Vague, describes a task
Compare the positive and negative aspects of non-
renewable and renewable energy resources.
Specific, measurable, studentfriendly
language
Value exercise as a stress reduction tool. Value is a subjective emotional response
and not an indicator of learning
Identify and analyze ways in which our multicultural
environment affects health care decisions.
The ability to identify is implied if learners
can analyze
Appreciate the value of people's differing worldviews
and self-perceptions, based upon the cultural
constructions of gender, sexuality, race, and class.
Appreciate is a subjective emotional
response and not an indicator of learning
28
Practices

29. Questions? Additional Info?
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