The document discusses the importance of learning objectives and outcomes in education, defining them as measurable statements guiding instruction and assessment. It details the components of effective learning objectives and emphasizes their role in planning, evaluation, and instructional strategies, while providing practical tips for writing them. Additionally, it references Bloom's taxonomy as a resource for selecting appropriate behavioral verbs for creating learning objectives.

1. MISBAH SHABBIR
ROLL NO. 20
M.ED EVENING
TOPIC:LEARNING OBJECTIVES
AND OUTCOMES
ASSIGNED BY: DR. AMJAD ALI

2. LEARNING OBJECTIVES
 learning objective is a “statement
of what students will be able to do
when they have completed
instruction” (Arreola, 1998, p. 2).

3. LEARNING OBJECTIVES
 Clearly defined objectives form
the foundation for selecting appropriate
content, learning activities and evaluation
plans. Learning objectives allow you to:
 Plan the sequence for instruction, allocate
time to topics, assemble materials and plan
class outlines.

4. LEARNING OBJECTIVES
 Develop a guide to teaching allowing you to
plan different instructional methods for
presenting different parts of the content.
(e.g. small group discussions of a common
misconception).
 Facilitate various evaluation activities,
evaluating students, evaluating instruction
and even evaluating the curriculum.

5. LEARNING OUTCOMES
 LEARNING OUTCOMES are statements that
describe significant and essential learning
that learners have achieved and can reliably
demonstrate at the end of a course or
program

6.  Learning outcomes are statements of what a
student is expected to know, understand or
be able to demonstrate after completion of a
process of learning

7.  Objectives are intentions in measureable
terms and are stated as intentions of the
tutor
 Learning outcomes are what result from a
learning process.learning outcomes should
specify the minimum acceptable standard for
a student to be able to pass a module or
course.

9. COMPONENTS OF LEARNING
OBJECTIVES
 A Learning Objective has three major
components:
 A description of what the student will be able to
DO.
 The conditions under which the student will
perform the task.
 The criteria for evaluating student performance

10. CHARACTERISTICS OF LEARNING
OBJECTIVES
 Objectives are
 1.Related to intended outcomes, NOT
processes.
 2.Specific and measurable, NOT broad and
intangible.
 3.Concerned with students, NOT teachers.

12. Why use appropriate learning
objectives?
 Learning objectives are useful for Selection
of content and instructional materials.
 2.Development of instructional strategies
through instructor ingenuity.
 3.Development and selection of appropriate
assessment measures.
 4.Guiding student efforts in the learning
processes (communicating to students what
they are expected to learn)

13. Learning objectives should
SMART attributes

15. How to write
learning objectives
:
 1.Include a definite, measurable verb that
signifies a demonstrable learning outcome.
 2.Make sure that each objective contains an
intended performance/behavior, conditions for
demonstrating competence, and a criterion/degree
of performance.
 3.Strive for higher order thinking (analysis,
synthesis and evaluation levels) when applicable

16.  Another useful tip for learning objectives is to
use behavioral verbs that are observable and
measurable. Fortunately, Bloom’s taxonomy
provides a list of such verbs

17. Bloom’s Taxonomy of Writing
Learning Objectives