Learning Objectives

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 Why Use Learning Objectives?
 By defining where you intend to go, you increase the
likelihood the learner ends up in the intended
destination.
 Guides the learner, helps his/her focus on what needs to
be learned, and sets priorities.
 Shows the learner what behaviors are valued.
 Focuses and organizes the instructor.
 Creates the learner’s basis for
self-assessment.
 Sets the stage for what the “mastered”
skill looks like.

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 Effective learning objectives …
 Are learner-focused (not instructor or content focused)
 Focused on the intended learning that results from an
activity, course, or program
 Reflective of the institution’s mission and the values for
which it represents
 Reflects important, non-trivial aspects of learning that are
credible to the learner
 Focuses on skills and abilities central to the discipline
and based on professional standards
 Captures general concepts, but with enough detail to be
clear, specific, and measurable or observable
 Focuses on aspects of learning that will develop and
endure but that can be assessed in some form now
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Goals versus Learning Objectives
 Goals are statements that describe in broad
terms what the leaner will gain from instruction.
 Example:
- Learners will gain appreciation of the role of a
family medicine physician in the health care
system.

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 Goals versus Learning Objectives
 Objectives are statements which describe specifically
what the learner is expected to achieve as a result of
instruction.
 Objectives direct attention to the learner and the types
of behaviors they should exhibit. Sometimes these
statements are called behavioral objectives.

 Example:
- Learners will list three characteristics
that make the family medicine physician
distinctive from other specialists in the
health care system.

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 Learning Objectives
(Mager,1975)

Ideal learning objectives include:

1. A measurable verb
 One task or behavior per verb
 Choose the verb that best describes the type of behavior or
task the learner must display after training
2. The condition
 How the task or behavior will be performed
 Under what conditions will the task be performed
3. The standard for acceptable performance
 How well the task or behavior must be performed to meet the
standard

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Exercise: Evaluating Learning Objectives
 Use the criteria on the previous slides to
evaluate the learning objectives that follow.
 Identify the objectives that meet

most of the criteria presented.

 Discuss your selections with

your colleagues and determine

which objectives best meet the
criteria.

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Writing Learning
Objectives

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 Understand your Audience
 Learning Objectives should be written from the
prospective of the learner --- not the instructor.
 Consider the characteristics of your audience when
writing learning objectives. Create training and learning
activities to support their needs and abilities.
 What they will be expected “to do” after the training
 Their physical, mental and thinking abilities
 Their educational level, skills and abilities
 How they best learn
 What they need to know to do the job
 What they already know about the job
 Have they been trained before
 Why they haven’t been effective doing the task
 What’s in it for the learner to perform the tasks identified.
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 Performance-Based Versus Content-Based Training
Focus on Skill Mastery
Performance-Based Course Content-Based Course
 Objectives are derived from analysis of real  Objectives are typically absent or used to
world needs and describe intended results describe the content to be covered.
 Content of the instruction is derived from the  Content of the instruction is usually
objectives to be accomplished. determined by a subject matter specialist.
 Learners study only what they do not know  All trainees study the same content.
yet.  Trainees are given few opportunities to
 Learner is given the opportunity to practice practice the entire objective.
each objective.  Instruction may include content irrelevant to
 Instruction includes only what is needed to the need.
accomplish the objectives.  The primary instructor role is that of
 The primary instructor role is that of presenting.
coaching.  When used at all, tests are used mainly as
 Tests (skill checks) are used for diagnosing basis for grading; that is, as a basis for
difficulties, confirming mastery, and as determining how well each student
opportunities to make trainees feel good performed in comparison with other course
about their progress. attendees.
 Learners study and practice until they have  Trainees study until the fixed course time
reached mastery of the objectives. has ended.
 On reaching mastery, learners receive a  At course completion, trainees receive a
Certificate of Achievement Certificate of Attendance.

Performance-Based Courses are based on strong learning objectives.

Execution of strong Learning Objectives results in Skill Mastery.
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 Learning Objective Categories
(or Domains)
Types or “Domains” of Learning Objectives:
 Cognitive (knowing)
 Psychomotor (doing)
 Affective (feeling)

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 Levels of Learning Objectives
(Bloom’s Taxonomy)

 Bloom’s Taxonomy
- Knowledge
Evaluation
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation Knowledge

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 Bloom’s Taxonomy Levels
Level Description

Benjamin Bloom’s
Taxonomy has Knowledge Focuses on memorization and
been around recall
since the mid- Comprehension Focuses on understanding the
information memorized
1950s. His
structure for Application Focuses on being able to apply
what is understood
“thinking”
behaviors Analysis Focuses on being able to take
apart and use critical thinking
provides a nice skills to understand what was
stair-step applied
approach to Synthesis Taking what is known and has
thinking about the been applied and using it in
levels of learning. different ways.

Evaluation Assessing what has been

applied and providing feedback
on how the task is completed.
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Exercise: Evaluating Levels of Objectives
 Review Levels of Learning Objectives slide.
 Review the learning objectives on the following
slides and answer the following questions.
 Which level of Bloom’s

taxonomy is the first

objective listed?
 What level is the second

one listed?

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Exercise: Evaluating Levels of Objectives
 Name five causes of dizziness.
 Give a patient case description and
determine the three most likely causes of
dizziness.

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Writing a Learning Objective
 In this example, the lesson plan calls for the learner to
first generate a “graphic organizer” about a chapter titled,
“A Decisive Battle.”

 The learner is asked to create a time line of the main

events at Gettysburg. The learner will assess each time
line using a rubric. Any student who does not earn a
rubric rating of 3 or better will require additional
instruction and enforcement.

 See example of the objective on the next slide.

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 Writing Learning Objectives
A well-stated objective Objective Description Example
Part
provides a clear
picture of the Behavior What a learner will Learner will
be able to do create a time
outcome or line of the main
performance you events at
Gettysburg
expect as a result of
Conditions How they will be After generating
the lesson. It able to do it a graphic
should be specific, organizer based
on “Chapter 5:
concise, and most A Decisive
importantly, Battle.”
Standard of Degree of With a rubric
observable or Performance accuracy rating out 3 (out
measurable. of 5) or better.

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Example: Learning Objective Formats
 After the training period the learner will be able to
perform __________ (task). The task must be
performed under the following conditions: __________
(condition), ___________ (condition), and ___________
(condition). The following standards must be met:
__________ (standard), ___________ (standard), and
__________ (standard).

 Perform ____________ (task) when given

_____________ (condition) and __________ (condition).
The learners must be trained to ____________
(standards).

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Example: Learning Objective Formats
 Given a __________ (condition), ________
(condition), and __________ (condition),
perform ____________ (task). The task must
be performed as _________ (standards).

 (VERB) ____________ (task) with

_______________ (condition), and __________
(condition), by ___________ (standard),
_________ (standards), and __________
(standard).
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 Relating the Measurable Verb
to Bloom’s Levels

Verbs Taxonomy
Evaluate Evaluation
Design Synthesis

Distinguish Analysis
Apply Application

Explain Comprehension

Define Knowledge

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 Start All Objectives with Verbs
Level Appropriate Verb for Level
● Define ● Memorize ● List ● Recall ● Recognize ● Repeat ● Related ● Record ●
Knowledge Name ● Identify ● Acquire ● Underline ● Label ● State ● Relate ● Order ●

● Restate ● Discuss ● Describe ● Identify ● Locate ● Report ● Explain ● Express ●

Comprehension Recognize ● Review ● Transform ● Represent ● Select ● Tell ● Indicate ●

● Translate ● Interpret ● Apply ● Practice ● Illustrate ● Operate ● Convert ● Explain

Application ● Demonstrate ● Dramatize ● Sketch ● Employ ● Schedule ● Use ● Sequence ●
Prepare ● Predict ● Generalize ● Implement ● Plan ● Show ● Solve ● Complete ●

● Distinguish ● Differentiate ● Appraise ● Analyze ● Calculate ● Criticize ● Estimate

Analysis ● Discover ● Order ● Compare ● Contrast ● Examine ● Test ● Relate ● Experiment
● Investigate ● Question ● Detect ● Break down ● Contrast ● Diagram ● Debate ●
● Examine ● Classify ● Categorize ● Determine ● Inspect ● Inventory ●

● Compose ● Plan ● Propose ● Design ● Assemble ● Create ● Write ● Prepare ●

Synthesis Formulate ● Organize ● Manage ● Construct ● Set-up ● Systemize ● Arrange ●
Collect ● Construct ● Organize ● Systematize ● Argue ● Conclude ● Create ●
Integrate ● Theorize ● Combine ● Improvise ● Manage ● Specify ● Derive ● Set up ●

● Judge ● Appraise ● Measure ● Value ● Estimate ● Choose ● Compute ● Assess ●

Evaluation Test ● Evaluate ● Revise ● Score ● Select ● Rank ● Check ● Defend ● Verify ●
Justify ● Criticize ● Rate ● Support ● Weigh ●

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 Standards are Measurable
Level Appropriate Verb for Level

How often? ● At least once per hour

● At the start of every cycle
● Before (or after) starting the task

How well? ● Exactly 7%

● No more than 1 error
● Accurate to three decimal points
● Within 15 minutes (never use a time standard unless
it required by the job)

How many? ● Identify at least 16 items

● Produce 4 items

How much? ● 100 meters long

● ½ block before turning

How will we know it ● Until the left hand is touching

● By speaking only after the customer has spoken
is ok?
Combination? ● Produce at least 15 per hour (how many and how often)
● Until the ditch is 300 feet long with tapering slopes (how
much and we know it is ok)
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 Conditions with Examples
Level Appropriate Verb for Level
What is given? ● By checking a chart
● By looking at a photo
● By referring to the manual

What is not given? ● Without reference to the manual

● With no supervision

What are the ● No matter how upset the customer becomes

variables?

Combination? ● When driving (what is given) in the city (variable)

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 Example of a Well-written Objective
After completing this course you will be able to:
 Write the names of leaders of Pakistan movement
 Describe the reasons of creations of Pakistan
 Explain the needs of living things
 List the three elements of an atom
 Draw a diagram of a cell and write names of the parts

This objective is written around discrete, observable

behaviors that leave no ambiguity as to whether the
learner has achieved them.

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Introduction To Learning Outcomes

“One learns from books and examples only that certain things
can be done. Actual learning requires that you do those things.”

This quote reflects that learning is a lifelong process.

Agree?

Likewise, the learning outcomes – the result or impact of learning

can’t be confined to grades or marks obtained by learners in exams.
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What is a Learning Outcome?

A learning outcome is what the learner should be able to do/perform

as a result of some learning experience.

In the context of formal education-

Students should be able to do at the end of a program/ course/

instructional unit.

In a broader perspective-

It's the amalgamation of a learner’s knowledge, skill set, and the

ability to leverage them in real-time situations.
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Focus Of Student Learning Outcomes

The learning outcomes must be “SMART" & clearly defined in

terms of attainability!

▰S-Specific
▰M-Measurable
▰A-Achievable
▰R-Realistic
▰T-Timely
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Do’s & Don’ts Of Articulating Learning

Outcomes

Do’s
●Must meet the educational goals
●Offer a roadmap to achieve COs-POs
●The learning outcomes must be measurable
●Knowledge & skill development
●Focus on developing a lifelong learner mindset
●Make students capable of handling problems in real-life situations