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Writing Measurable Learning Objectives

The document discusses how to write measurable learning objectives for online courses. It explains that learning objectives should use action verbs to describe what students will be able to do by the end of a course or unit. The document provides examples of original learning objectives and revised versions that are more measurable. It also discusses how to ensure assessments align with the level of learning described in the objectives.

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Addisu Tsehay
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75 views3 pages

Writing Measurable Learning Objectives

The document discusses how to write measurable learning objectives for online courses. It explains that learning objectives should use action verbs to describe what students will be able to do by the end of a course or unit. The document provides examples of original learning objectives and revised versions that are more measurable. It also discusses how to ensure assessments align with the level of learning described in the objectives.

Uploaded by

Addisu Tsehay
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Smith, T. (2012, July 2). Writing Measurable Learning Objectives - Teach Online. Teach Online.

Retrieved June 29, 2022, from [Link]


objectives/

Writing Measurable Learning


Objectives
When you begin creating a course, you want to design with the end in mind. The best
way to approach this is to start by writing measurable, learning objectives. Effective
learning objectives use action verbs to describe what you want your students to be able
to do by the end of the course or unit. Aligning assessments with course expectations is
much easier when you have written measurable objectives from the beginning.

1. Identify the noun, or thing you want students to learn.

1
o Example: seven steps of the research process
2. Identify the level of knowledge you want. In Bloom’s Taxonomy, there are six
levels of learning. It’s important to choose the appropriate level of learning,
because this directly influences the type of assessment you choose to measure
your students’ learning.
o Example: to know the seven steps of the research process
(comprehension level)
3. Select a verb that is observable to describe the behavior at the appropriate level
of learning.
o Example: Describe these steps
4. Add additional criteria to indicate how or when the outcome will be observable to
add context for the student.
o Describe the seven steps of the research process when writing a paper.

Here are some examples of learning objectives we’ve seen and how we revised them:

Course level outcome examples

• Original version: Understand the American criminal justice system.


• Revised version: Describe the history of the American criminal justice system.

Understand is not a measurable verb, however the intent of the instructor was to have
the students be able to describe, which is measurable.

• Original version: Describe and create a social media plan for your organization.
• Revised version: Create a social media plan for your organization.

Describe and create are two different levels of learning, and it’s strongly suggested that
you avoid having more than one action verb. Create is a higher level of learning than
describe, therefore it can be assumed that you will be able to describe the process prior
to applying it.

Unit level examples

• Original version: Understand elements of editing.


• Revised version: Identify elements of editing, including composition, setting and
lighting.

Understand is not a measurable verb, and it was too broad for a unit level objective.
Therefore, we narrowed the focus.

• Original version: Complete the quiz.


• Revised version: None

2
Complete the quiz is an action item for the student, not a learning objective. If your
assessment is being used to meet your objective, then you will want to write a
measurable objective that describes the content of the assessment. For a course to
meet the Quality Matters standards, it must have learning objectives that are
measurable and the assessments must align with the learning objectives. For example,
if your learning objective has the action verb “identify”, then you do not want to have an
assessment that is above that level of learning, such as analyzing the topic. On the
other hand, if you have an application level verb, such as “design”, then you do not want
to assess the learning objective with only a multiple choice, knowledge level quiz.
Remember, when creating assessments, look at the action verb being used for your
learning objective and the level of learning to apply. Co-written with fellow Quality
Matters expert, Steven Crawford. Bloom’s image created by Alyssa Robinson.

Common questions

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Aligning assessments with learning objectives is crucial because it ensures that the assessments accurately measure whether the students have achieved the desired learning outcomes. When assessments are aligned, it indicates that they test the specific skills or knowledge stated in the learning objectives. This alignment helps maintain the rigor of the course and supports the validity of the assessment process .

The choice of verb in learning objectives significantly impacts student learning outcomes by determining the exact nature and level of learning expected. Different verbs correspond to different levels of Bloom's Taxonomy, from basic recall to higher-order thinking skills. For example, a verb like 'identify' targets basic recognition, while 'analyze' prompts deeper cognitive processing. This dictates how students prepare, engage, and demonstrate their learning, thereby influencing the effectiveness of the learning experience .

Educators can utilize Bloom's Taxonomy to align learning objectives with assessment methods by identifying the cognitive level required for each objective and selecting or designing assessments that match this level. For example, if an objective involves application-level learning like 'apply,' activities such as case studies or practical projects are appropriate. Doing so ensures that both teaching and assessment are coordinated to support and accurately evaluate student learning and mastery of the objectives .

Measurable learning objectives are significant according to Quality Matters standards because they provide clear goals that students are expected to achieve, which align with the course's assessments. This helps ensure that both the instructional activities and assessments support students in meeting the objectives, maintaining the course quality and consistency in educational delivery .

Educators can add context to learning objectives by including criteria that indicate how or when the outcome will be observable. For example, specifying that students should "describe the seven steps of the research process when writing a paper" provides clarity on how the knowledge will be applied. Contextual information helps students understand the practical application and relevance of what they are learning, thus enhancing their engagement and understanding .

The statement "Complete the quiz" is not a suitable learning objective as it merely describes an activity rather than a learning outcome. It does not specify what the student will learn or demonstrate through the quiz. To improve, the objective should reflect the content and skills measured by the quiz. For instance, "Identify key concepts covered in the unit quiz" would shift the focus from task completion to specific learning outcomes, making it measurable .

Bloom's Taxonomy influences the selection of verbs in learning objectives by providing a framework for categorizing educational goals according to cognitive levels. It helps educators choose verbs that reflect the appropriate complexity and level of understanding required for the learning objectives. For example, verbs like 'describe' or 'identify' might be appropriate for lower levels of cognition, whereas 'create' or 'analyze' might be suitable for higher levels. This ensures that the chosen verb accurately represents the type of learning expected from students .

Using multiple action verbs in a single learning objective is discouraged because it can lead to objectives that are overly complex and lack focus, making it difficult to assess specific learning outcomes. Each verb may represent a different cognitive level, which can complicate both the teaching and assessment process. By using a single action verb, educators can clearly define and assess a specific skill or knowledge area, ensuring that the learning objective is precise and measurable .

Using an inappropriate assessment tool can significantly undermine learning objectives and ultimately the course quality. If the verb in a learning objective is at a higher level of Bloom's Taxonomy, such as 'design,' using a lower-level assessment like a multiple-choice quiz means it won't accurately measure student learning at the complexity required. This mismatch leads to inaccurate assessment of students' skills and knowledge, failing to show true learning achievement and affecting the credibility of the course .

The verb 'understand' poses challenges in learning objectives because it is not measurable, making it difficult to assess whether students have achieved the intended outcome. To address this challenge, educators should replace 'understand' with specific, measurable verbs such as 'describe,' 'explain,' or 'identify,' which explicitly state the expected student actions and facilitate clearer assessment and evaluation .

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