Writing Learning Objectives

Introduction

Learning objectives are most useful if they are thought of as a vital part of an integrated curriculum, in which objectives are 'aligned' with teaching and assessment tasks.

Biggs (2002 p.1) uses the notion of 'constructive alignment':

"A good teaching environment is consistent. Teaching and assessment practices are aligned to the aims of teaching..."

and

"The 'constructive' aspect refers to what the learner does, which is to construct meaning through relevant learning activities. The 'alignment' aspect refers to what the teacher does, which is to set up a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that the components in the teaching system, especially the teaching methods used and the assessment tasks, are aligned to the learning activities assumed in the intended outcomes. The learner is 'trapped', and cannot escape without learning what is intended." (Biggs 2002, pp.1-2)

and therefore

We have to state our objectives in terms of what we want students to do. We should require them to perform their understanding, not just tell us about it. (Biggs 2002, p.3)

Writing Course Objectives

It is easy to fall into old habits and write course objectives in terms of a single strand of knowledge, in terms of the specific area of the discipline- and course-specific knowledge to be covered. There are, of course, other attributes besides knowledge, that students are expected to acquire as part of their courses.

Objectives are more likely to be assessable if they are explicit. Therefore, instead of verbs such as understand, or grasp, or is aware of, the use of verbs of action that describe what is observable or measurable would be helpful.

Examples are:

The student will be able to:
... identify ... describe ... list ... compare ... analyse ... explain ... apply ... generalise ... hypothesise ... evaluate ... (+ specific content).

The level of verbs used will vary depending on whether the aims are simply to

• learn facts (e.g. identify)

or increasingly higher order skills such as the ability to:

• synthesise (e.g. describe, combine)
• analyse (e.g. compare, contrast, explain causes)
• evaluate (e.g. make a judgment based on evidence)
• hypothesise (e.g. generalise, reflect)

Long lists of verbs are available in the many adaptations to Blooms Taxonomy to be found in the literature.

Examples of Learning Objectives

The statement of objectives in verbs of this kind, that is in terms that are observable, or measurable, creates a ready connection to the rest of the curriculum: to achieve the objectives, students need to be given the environment, information and tasks that help to bring that about.

Graduate Attributes

Below is the University of Adelaide's list of generic Graduate Attributes. The list can also be found at http://www.adelaide.edu.au/dvca/gradattributes/

• Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.
• The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.
• An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.
• Skills of a high order in interpersonal understanding, teamwork and communication.
• A proficiency in the appropriate use of contemporary technologies.
• A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.
• A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.
• An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities

There are Faculty-specific Graduate Attributes, and in some cases Progessional Body Accreditation requirements, which should be used in determining objectives for any specific course.

• Some examples can be found from the CLPD Graduate Attributes page.

Each course will focus on some but not all of the attributes and requirements. By the time the student has completed their degree program, all of the attributes should have been covered.

Conclusion

In writing course objectives, useful questions to ask are:

• How do you observe or measure:
  • Knowledge
  • Skills
  • Proficiency
  • Commitment
  • Awareness?
• What are the tasks through which they can be observed?
• What are the actions that demonstrate these attributes?

Information on developing assessment tasks that align with the your course objectives can be found on the CLPD Assessment Resources pages.

References

Anderson, Lorin W. et al (2001) A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. editors, Lorin W. Anderson, David R. Krathwohl; [with] Peter W. Airasian, Kathleen A. Cruickshank, Richard E. Mayer, Paul R. Pintrich, James Raths, Merlin C. Wittrock. New York: Longman. Barr Smith Library 370.1 B65t

Biggs, John (2002) Constructive Alignment in Action: Imaginative Curriculum Symposium. LTSN Generic Cerntre.
http://www.palatine.ac.uk/files/1023.pdf (accessed 14/10/09)

Bloom, Benjamin S., Engelhart, Max D., Furst, Edward, J. Walker, H. Hill, Krathwohl, David, R. (c 1956) Taxonomy of educational Objectives: the classification of educational goals / by a committee of college and university examiners. London: Longmans Group c 1956-1964. Barr Smith Library 370.1 B65