1. Learning objectives describe what a learner is expected to achieve through instruction using measurable verbs, while learning goals are broader statements of what a learner will gain from a course. 2. The ideal learning objective has three parts: a measurable verb, any important conditions for the performance, and the criteria for acceptable performance. 3. Writing clear learning objectives with measurable verbs and no vague terms helps learners understand what is expected and how a lesson relates to assessments. It also allows instructors to design effective lesson plans and assessments.

1. © Linda Woodrow 2011

2. 1. Compare and contrast learning objectives vs. learning goals.
2. List the 3 parts of the “ideal” learning objective
3. Write learning objectives that contain a measurable verb and no
vague terms
4. Differentiate learning objectives for lower AQF levels and higher
AQF levels.

3. Objectives are statements which describe what
the learner
is expected to achieve as a result of instruction.
They direct attention to the student and the
types of behaviors they should exhibit.
They are not about
what the teacher will do.

4. Some other names you
will see include:
•Learning Outcomes
•Performance objectives
•Instructional objectives
•Aims
•Competencies

5. Learning Objectives are
different to Goals or Topics
A goal is a statement that describes in
broad terms what the learner will gain from
the course. Goals are broad and sometimes
difficult to directly measure.

6. A Learning Objective is
a statement in specificand
measurableterms that describes
what the learner will know or be able to
do as a result of engaging in a learning activity.

7. The ideal learning objective
has 3 parts:
1. A measurable verb
2. The important condition (if any) under which
the performance is to occur and
3. The criterion of acceptable performance.

8. You can leave out the criterion or the
condition specified
if they are obvious.
But be careful. Often it’s not because
they are obvious, but because they
are hard to nail down. Which is
exactly why you should
(nail them down, that is).

9. Measurable verbs are
words like:
list, identify, match, demonstrate, build,
design, make, give an example, explain,
solve, apply, compose, evaluate,
summarise, compare, construct, plan....

10. Don’t they look a lot like
assessment tasks?
Basically, if you couldn’t assess it, it isn’t a
Learning Objective.

11. The standard format is:
At the end of the session, the
learner will be able to
(measurable verb) under (these
conditions, to (this standard).
(You don’t have to follow the exact format,
but it makes it easier to be sure you’re not
cheating)

12. Why go to the bother of
writing a Learning Objective?
Research shows that learners consistently say that what
makes satisfying classes is:
• They know what the instructor is trying to accomplish in the
lesson and what they are expected to achieve
• They understand how it relates to the assessment
• The lesson stays on track and does not have excessive or useless
work

13. Side Benefit 1:
Learning objectives make it easy to design your sessions
with activities that are:
Must Do
Should Do
Could Do.
This is a very useful strategy for time management. If you
run out of time you can stick to the Must Do’s and at least
meet your LO. If your students race ahead, you can
elaborate, practice, expand.

14. Side Benefit 2:
You can be responsive and flexible
without losing the plot.
You can make fast and on-the-spot decisions about whether
a student’s question is leading you off track or contributing
to your LO. (Or, if it is contributing to the LO, but for another
session, in which case you can make a fast and on-the-spot
decision about whether to swap sessions).

15. Side Benefit 3:
You can easily overview your whole
course, its sequencing and its
outcomes.
If your sessions achieve their LOs, and the LOs add
up to the competency, your students can expect to
succeed, and your course will meet the learning
need or goal it set out to achieve.

16. Side Benefit 4:
Once you’ve written your Learning
Objective, your assessment instruments
will just about write themselves.

17. Levels of Objectives

18. Compare the three LOs
1. Name and describe the components of a vehicle drive train.
2. Demonstrate knowledge of the components of a vehicle drive train
and their function by selecting the correct components from a
collection of vehicle parts and assembling them correctly.
3. Use knowledge of the components of a vehicle drive train and their
function to design a drive train suitable for a super-light “solar
challenge” vehicle.

19. What Bloom level?
The first learning objective can be placed in the “knowledge” level of
Bloom’s taxonomy.
The second objective is certainly at a higher level than “knowledge”
because it requires the learner to apply his/her knowledge and
understanding.
The third objective is certainly “evaluating” and probably “creating”.

20. What AQF level?
1. Name and describe the components of a vehicle drive train.
AQF level 1 is basic fundamental knowledge and understanding in a
narrow area of work and learning. AQF level 2 is basic factual, technical
and procedural knowledge in a defined area of work and learning. So it
is somewhere in there.

21. What AQF level?
2. Demonstrate knowledge of the components of a vehicle
drive train and their function by selecting the correct
components from a collection of vehicle parts and
assembling them correctly.
3. Use knowledge of the components of a vehicle drive train
and their function to design a drive train suitable for a
super-light “solar challenge” vehicle.
Refer to the Australian Qualifications Framework (see the link in your
readings for last week - http://www.aqf.edu.au/.
What level do you think these LOs are?

22. Relating the Measurable Verb to Bloom’s Levels (and thus to AQF levels)

23. Beware of vague verbs
• Know
• Comprehend
• Understand
• Appreciate
• Be Aware
• Realize
• Have an overview of
• Recognise the importance of
• Be familiar with

24. Beware verbs at the
wrong AQF level
• “Name”, “Locate”, “Recite” are AQF level 1 verbs. A
Certificate IV candidate should have a higher level of
competency.
• “Judge”, “design”, “evaluate”, “solve”, “organise” are
AQF level 5 and 6 verbs. A Certificate I candidate
shouldn’t be expected to have these competencies.

25. Beware of describing what
the teacher does
• In this session I will cover all the essential criteria for…
• This session will give an overview of the industry.
• I will take the students through the OH&S procedure.
• By the end of the session, we will have covered all the
theory relating to…
You’re not being assessed!

26. Beware of unrealistic LOs
By the end of the session, the learners
will be able to respond appropriately to
the mental illnesses they might
encounter in clients of the
Neighbourhood Centre.
By the end of the session, the
learners will be able to cut men’s hair.

27. But most of all
Beware LOs that don’t
relate to an assessment
activity

28. If I told you that you didn’t need to
do any assessments relating to this
topic, and that none of this was
relevant to any assessment….
Would you still be here?