Principles of Writing Learning Objectives
(Adopted from Preparing Instructional Objectives by Robert F. Mager)
The following is a list of principles for your consideration when writing course objectives. Also,
please consult the attached Functional Level of Objectives for your reference.
Principle 1: An instructional objective describes an intended outcome that is measurable
rather than a description or summary of learning content.
Ø Bad Example: The learner will be able to discuss whether an organ is an
anatomical structure or not.
Ø Good Example: The learner will be able to list a set of criteria for determining
whether an organ is an anatomical structure is or not.
Principle 2: Sound instructional objectives are stated in terms of what the learner will be doing
when demonstrating his achievement of the objective.
Ø Verbs to Avoid When Writing Objectives: to know, to understand, to really
understand, to appreciate, to fully appreciate, to grasp the significance of, to
enjoy, to believe
Ø Verbs to Use When Writing Objectives: to write, to recite, to identify, to
differentiate, to solve, to construct, to list, to compare, to contrast
Ø Consult the attached Functional Level of Objectives: Cognition for more
information.
Principle 3: Define the important conditions under which the behavior is to occur (givens or
restrictions, or both)
Ø Example: Given the 3-D Scene Generator application program, students will be
able to display esophagus on the screen.
Ø Example: Without the aid of an atlas or other visualization references, students
should be able to draw an external anatomy of the heart including surfaces and
external features.
Principle 4: Define the criterion of acceptable performance, if applicable.
Ø Example: Students should be able to describe an organ using at least one
anatomical and one functional definition.
Ø Example: While playing with the “Organ Harvest” game, students should drag and
drop in the “organ container” all images that constitute the prompted body region.
Principle 5: Write a separate statement for each objective. Multiple statements can clarify
your instructional objectives.
Functional Level of Objectives: Cognition
Type of
Cognition
Definition
Example
Knowledge
The remembering of previously
learned material. May include
remembering of facts, terms,
principles, and full theories in
the form learned.
defines, describes, identifies,
labels, lists, matches, names,
outlines, reproduces, selects
Comprehension
Understanding the meaning of
material without relating it to
other material.
Application
Using learned material in new
concrete situations. This may
include the application of
concepts, laws, principles.
Analysis
The ability to break down
concepts into their component
parts so that its organizational
structure is understood. This
may include the identification
of parts, analysis of
relationships between parts,
and recognition of the
organizational principles
involved.
Knows common facts,
Knows specific facts,
Knows methods and
procedures, Knows
basic concepts, Knows
principles
Understands facts and
principles, Interprets
charts and graphs,
Summarizes or explains
material, Estimates
consequences implied in
data, Justifies methods
Applies principles,
Applies theories to
practical situations,
Constructs charts and
graphs, Demonstrates
correct usage
Recognizes instated
assumptions,
Recognizes logical
fallacies in reasoning,
Distinguishes between
facts and inferences,
Evaluates the relevancy
of data, Analyzes the
structure of
Synthesis:
The ability to put elements
together to form a new pattern.
Outcomes stress creative
behaviors with emphasis on
the formulation of new
patterns.
Categorizes, combines, complies,
composes, devises designs,
explains, generates, modifies,
organizes, plans, rearranges,
reconstructs, relates, reorganizes,
revises, rewrites, summarizes
Evaluation
The ability to judge the value
of material for a specified
purpose based on definite
criteria.
Writes a well-organized
theses, Proposes a plan
for an experiment,
Integrates learning from
separate areas,
Formulates a scheme to
classify objects
Judges the consistency
of written material,
Judges the adequacy
with which conclusions
are supported by data
2
Illustrative Verbs
Converts, defends, distinguishes,
estimates, explains, extends,
generalizes, gives examples, infers,
paraphrases, predicts, rewrites,
summarizes
Changes, computes, demonstrates,
discovers, manipulates, modifies,
operates, predicts, prepares,
produces, relates, shows, solves,
uses
Breaks down, diagrams,
differentiates, discriminates,
distinguishes, illustrates, infers,
outlines, points out, relates, selects,
subdivides
Appraises, compares, concludes,
contrasts, criticizes, discriminates,
explains, justifies, interprets,
relates, supports
Functional Level of Objectives: Psychomotor Skills
Type of Skills
Definition
Example
Illustrative Verbs
Perception
Concerned with the use of
sense organs to obtain cues
that guide activity.
Recognizes sound of
rales, Recognizes color
of skin as a sign
Chooses, describes, detects,
identifies, isolates, selects,
separates
Set
Refers to readiness to take a
particular type of action. This
includes mental set (mental
readiness to act), physical set
(readiness to act), and
emotional set (willingness to
act).
Concerned with early stages of
behavior, including imitation
and trial and error.
Concerned with performance
acts after steps have become
habitual and the movements
can be performed with come
confidence and proficiency.
Concerned with the skillful
performance of complex
patterns of behavior. Learning
outcomes include highly
coordinated motor activities.
Refers to the ability to adapt
skills to particular needs and
new situations.
Knows sequence of
focusing a microscope,
Demonstrates position
for heart examination
Begins, displays, explains, moves,
proceeds, reacts, responds, shows,
starts, volunteers
Prepares skin for an
injection, Applies a BP
cuff as demonstrates
Take blood pressure
readings accurately,
Performs a
subcutaneous injection
as demonstrated
Conducts a patient
history, Performs a
screening physical
examination
Assembles, calibrates, constructs,
dismantles, displays, dissects,
fixes, measures, organizes
Same as for Guided Response.
Adjusts maneuver to
examine an obese
patient, Modifies
injection technique to
deal with collapsed veins
Creates a new surgical
procedure, Creates a
new lab procedure
Adapts, alters, changes,
rearranges, reorganizes, varies
Guided
Response
Mechanism
Complex Overt
Response
Adaptation
Origination
Refers to creation of new
movement patterns to fit a
particular new situation.
Emphasis is on creativity in
meeting new demands.
3
Same as for Guided Response.
Arranges, combines, composes,
constructs, creates, designs,
originates
Functional Level of Objectives: Affective
Type of
Affective
Definition
Example
Refers to the student's
willingness to attend to
particular phenomena. From a
teaching standpoint, it is
concerned with getting,
holding, and directing the
student's attention.
Refers to active participation
on the part of the students.
The student attends to and
reacts to a particular
phenomena in some way.
Learning outcomes may
emphasize willingness to
respond, satisfaction in
responding, or acquiescence.
Listens attentively,
Shows awareness of the
importance of learning,
Shows sensitivity to
social problems
Asks, chooses, describes, follows,
gives, holds, identifies, locates,
names, points to, selects, replies
Completes assigned
homework, Participates
in classroom discussion,
Volunteers for additional
tasks, Shows interest in
subject
Answers, assists, complies,
conforms, discusses, greets, helps,
performs, practices, presents,
reads, recites, reports, tells, writes
Valuing
Concerned with the worth or
value a student attaches to a
particular object or behavior.
This ranges from the simple
acceptance of a value to the
more complex level of
commitment.
Completes, explains, follows, forms,
initiates, invites, joins, justifies,
proposes, reads, reports, shares,
works
Organization
Concerned with bringing
together different values,
resolving conflicts between
them, and beginning the
building of an internally
consistent value system. The
emphasis is on comparing,
relating, and synthesizing
Characterization
by a Value or
Value Complex:
At this level the individual has
a value system that has
controlled his behavior for a
sufficiently long time to have
developed a characteristic life
style. The behavior is
pervasive, consistent, and
predictable.
Demonstrates belief in,
Appreciates role of the
physician in society,
Shows concern for the
welfare of others,
Demonstrates
commitment to social
improvement
Demonstrates the need
for balance between,
Recognizes the role of
systematic planning in
solving problems,
Accepts responsibility for
own behavior,
Understands and
accepts own strengths
and limitations
Demonstrates safety
consciousness,
Demonstrates selfreliance in working
independently,
Demonstrates industry
and self-discipline,
Maintains good health
habits
Receiving
Responding
4
Illustrative Verbs
Adheres, alters arranges,
combines, compares, completes,
defends, explains, generalizes,
identifies, integrates, modifies,
organizes, relates, synthesizes
Acts, discriminates, displays,
influences, listens, modifies,
performs, practices, proposes,
qualifies, questions, revises,
serves, solves, verifies