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    How To Write Measurable Learning Objectives

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    The document discusses how to write measurable learning objectives that are specific, detailed descriptions of what students will be able to do after a learning activity. It states that objectives should contain three components: the skill or behavior to be performed, the conditions under which the student will perform it, and the criteria used to measure performance. Several examples are provided to illustrate how to write objectives that meet these three components. The document also briefly discusses Bloom's taxonomy of learning domains.

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    How To Write Measurable Learning Objectives

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    KCD Channel
    55 views4 pages
    The document discusses how to write measurable learning objectives that are specific, detailed descriptions of what students will be able to do after a learning activity. It states that objectives should contain three components: the skill or behavior to be performed, the conditions under which the student will perform it, and the criteria used to measure performance. Several examples are provided to illustrate how to write objectives that meet these three components. The document also briefly discusses Bloom's taxonomy of learning domains.

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    The document discusses how to write measurable learning objectives that are specific, detailed descriptions of what students will be able to do after a learning activity. It states that objectives should contain three components: the skill or behavior to be performed, the conditions under which the student will perform it, and the criteria used to measure performance. Several examples are provided to illustrate how to write objectives that meet these three components. The document also briefly discusses Bloom's taxonomy of learning domains.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    55 views4 pages

    How To Write Measurable Learning Objectives

    Uploaded by

    KCD Channel
    The document discusses how to write measurable learning objectives that are specific, detailed descriptions of what students will be able to do after a learning activity. It states that objectives should contain three components: the skill or behavior to be performed, the conditions under which the student will perform it, and the criteria used to measure performance. Several examples are provided to illustrate how to write objectives that meet these three components. The document also briefly discusses Bloom's taxonomy of learning domains.

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    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

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