Components of a Learning Objective
The best practice components of a learning objective is for it to state an action verb, behavior, condition, standard, and why.
Example: By the end of this module, learners will be able to develop measurable learning objectives for different levels of Bloom's Revised Taxonomy (2001) in the cognitive domain so they are able to build assessments that will measure mastery of the objective and select instructional materials and activities that support successful completion of the assessments.
The following table lists each key component of a learning objective, its purpose, and identifies it from the (above) example. Note: While it is optimal to include a condition, standard, and why, it is not necessary or always feasible to include them in each learning objective.
Component |
Purpose |
Example |
|---|---|---|
| Action Verb |
An action verb identifies the performance to be demonstrated by the learner and observed and measured by the instructor |
In the example, the action verb is develop. The word develop associates with the higher order thinking skill of the "create" level of Bloom's Revised Taxonomy (2001). |
| Behavior |
The behavior describes what learning will be gained. It specifies what knowledge or skill the learners will be expected to achieve. |
In the example, the behavior is (write) measurable learning objectives.
|
| Condition |
The condition describes the tools, situations, settings, or restrictions under which the behavior will occur. |
In the example, the condition is By the end of this module, learners will be able to . .
|
| Standard |
The standard defines the criterion for acceptable performance. |
In the example, the standard is for different levels of Bloom's Revised Taxonomy (2001) in the cognitive domain. |
| Why |
The why explains the purpose for acquiring the behavior (learning, knowledge or skill). Once learners understand the reason behind all of the assignment asks, they can then begin to generate intrinsic motivation for their own academic success. |
In the example, the why is so they are able to build assessments that will measure mastery of the objective and select instructional materials and activities that support successful completion of the assessments. |
Supplemental resources
The Learning Objectives Wheel Webpage by Stony Brook University Center for Excellence in Learning and Teaching (CELT) offers an interactive wheel where the darkest blue indicates the category, medium blue indicates associated action verbs, and lightest blue indicates associated teaching strategies. A side panel also offers category appropriate assessments and subject matter examples.
Developing Student Learning Outcomes Statements Webpage by Georgia Tech Office of Academic Effectiveness. This webpage provides links to two free outcome generators that are designed to walk you through the process of developing measurable outcome statements. It also offers a checklist that can be used to evaluate the quality of your student learning outcomes.
References
Mager, R. F. (2004). Preparing instructional objectives. Jaico Publishing House.
Mager’s tips on instructional objectives. National Interagency Fire Center. (1999, September 6). https://gacc.nifc.gov/gbcc/dispatch/id-bdc/training/m410_prework_mager.pdf
The written information and resources are developed or curated by the
Faculty Development and Innovation Center
Contact the FDIC:
Phone Number: (217) 581-7051
Email: fdic@eiu.edu
Website: eiu.edu/fdic
The FDIC can be contacted for instructional design related questions or to schedule a consultation appointment. The FDIC staff can recommend instructional design strategies for your online, hybrid, and face-to-face courses.
Last updated: December 12, 2024