How To Write Measurable Learning

Objectives
Objectives, unlike goal statements, are detailed descriptions of what students will be
able to do by the end of a learning activity.

 They are related to intended outcomes, rather than the process for achieving those
outcomes.
 They are specific and measurable, rather than broad and intangible.
 They are concerned with students, not teachers.

Writing Objectives
A learning objective contains three major components:
1. The skill or behavior to be performed.
This component of the objective should contain an action verb relevant to the domain of
the activity (cognitive, psycho-motor or effective). It’s important to stay away from
generic verbs such as “understand” or “know” in your objectives. These aren’t
measurable, no one can really create an assessment tool that measures
“understanding” or “knowing,” but an assessment tool can measure whether a student
can "explain, list, define, outline, paraphrase, differentiate," etc.
An example:
Course Goal: "Students will develop and demonstrate proficiency in writing and verbal
skills."
Course Objective: "Write and produce a historical analysis video."
2. The conditions under which the student will perform the skill/demonstrate
knowledge.
In addition to including an action verb, you must indicate the conditions under which the
student will need to demonstrate their knowledge or skills.
Course Objective: "At the completion of the Battle of Gettysburg module, students will
write and produce a 3-minute historical analysis video."
3. The Criteria used to Measure Performance
We still need to add information to our objective because we haven't yet told the student
how we are going to measure success.
Course Objective: "At the completion of the Battle of Gettysburg module, students will
write and produce a 3-minute historical analysis video with a rubric rating of 80 out of
100."
Objectives for learning can be grouped into three major domains: cognitive,
psychomotor, and affective. Benjamin S. Bloom and his associates developed a six-
level taxonomy for cognitive domain from the lowest level knowledge to more complex
intellectual levels comprehension, application, analysis, synthesis, and evaluation. A
newer version of Bloom's Taxonomy puts creating as the most complex learning activity
that can be performed to show one's learning mastery.

Cognitive domain:
The domain that receives the most attention in instructional programs is the cognitive
domain. It includes the objectives related to knowledge or information, naming, solving,
predicting, and other intellectual aspects of learning.
Sample Verbs For Learning Objectives
Knowledg Comprehensi Applicatio Analysis Synthesis Evaluation
e on n

Cite Describe Apply Analyze Arrange Appraise

Define Discuss Assign Appraise Assemble Assess

Give Explain Demonstrat Calculate Collect Check

e

Label Express Dramatize Categorize Combine Choose

List Identify Employ Compare Compose Compare

Match Locate Illustrate Contract Conclude Critique

Name Recognize Interpret Criticize Construct Decide

On/To

Recall Report Operate Debate Create Discriminat

e

Record Restate Practice Diagram Design Estimate

Relate Review Schedule Differentiat Determine Evaluate

e
Select Tell Shop Distinguish Diagnose Grade

State Translate Sketch Examine Differentiat Inspect

e

Tell Use Experimen Dissect Judge

t

Underline Inspect Examine Measure

Write Inventory Formulate Monitor

Question Manage Rank/Rate

Relate Organize Research

Solve Plan Review

Test Prepare Revise

Propose Score

Refute Select

Set Up Value