Writing Learning Objectives
   
A learning objective . . .
    DOES
   
  • describe an expected outcome of instruction in terms of student performance
  • clearly define the conditions and terms by which the student must demonstrate competence
  • include a description or standard of acceptable performance.
    DOES NOT
   
  • describe instructor performance or instructional procedure.
    Consider the following examples:
    Example I.
      After this lesson:
     

You will be able to identify the active and passive voices of common English verbs in writing samples and spoken discourse.

      This example is clear and concise. All three elements of a lesson objective are present:
      1. Expected outcome in terms of student performance:
“identify the active and passive voices”
      2. Conditions and terms:
“in writing samples and spoken discourse”
      3. Standard of acceptable performance:
“of common English verbs.”
         
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    Example II.
      After this lesson:
     

You will know the U.S. Civil War well enough to pass the final exam.

      This example is not nearly as clear and does not satisfy the criteria for a learning objective:
      1. Expected outcome in terms of student performance:
“know the US Civil War” uses the vague verb “know” ("Know of it," "Know backwards and forwards," or "Know by heart"?). Avoid "generic" action verbs. Specific action verbs help define a specific performance: write, list, compare, contrast, identify, construct, or sort, for example.
      2. Conditions and terms:
There are no conditions provided in this example. Should the student focus on battles, political activity, or social conditions (slavery) during the U.S. Civil War? Will references be made available? Give the student specific criteria: “After the promotion of U.S. Grant to Major General” or “Referring to a copy of the Gettysburg Address,” for example.
      3. Standard of acceptable performance:
“ . . . well enough to pass the final exam” does not tell the student much about what s/he is being asked to do. Is the exam multiple-choice? Is a passing familiarity going to give the student a passing grade? The objective should focus on student performance and not instructional procedure. A good objective does not mention the final exam to stress the importance of content, but rather avoids mention of the exam in favor of specifying the conditions and standards of performance. In this way, an objective anticipates the exam by focusing the student's efforts specifically on what s/he will be asked to perform on the exam.
         
      This objective, rewritten, could read:
     

You will be able to list all of the major victories of the Army of Northern Virginia before the death of Stonewall Jackson.
         
      It now satisfies all of the criteria:
      1. Expected outcome in terms of student performance:
“list . . . major victories”
      2. Conditions and terms:
“of the Army of Northern Virginia before the death of Stonewall Jackson"
      3. Standard of acceptable performance:
“all of the major victories”
         
       
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