Learning Goals, Objectives and
State Standards
Elementary Teacher Education Program
Missouri State University
 Guiding Question: What is a standards-based
learning goal and objective?
Learning Goal 1: The TC will know that a learning
goal states the standards-based information
students will know when the lesson is complete;
learning goals are stated in the “The student will
know that…….” format.
Learning Goal 2: The TC will know that an
objective is a standards-based statement of what
the students will do to demonstrate how well they
have learned the content/or skill, under what
conditions and to what degree; objectives are
stated in the “The student will ……………..”
format.
Learning Goal 1----Objectives:
Obj. 1. The TC will identify (select) all well-written
standards-based learning goals when reviewing his/her
own TWS.
Obj. 2 The TC will identify (select) all learning goals that
do not conform to the guidelines for formulating effective
learning goals when reviewing his/her own TWS.
Obj. 3 When developing his/her TWS, the TC will write
learning goals to conform to 5 of the 6 guidelines for
formulating effective learning goals.
Learning Goal 2----Objectives:
Obj. 1. The TC will identify (choose) all well-written
standards-based objectives when reviewing his/her
own TWS.
Obj. 2 The TC will identify (choose) all objectives that
do not conform to the guidelines for formulating
effective objectives when reviewing his/her own TWS.
Obj. 3 When developing his/her TWS, the TC will write
objectives to conform to 6 of the 7 guidelines for
formulating effective objectives.
A well written learning goal……
Focuses on the standards-based concepts and
information the student will learn…
…not on learning activities he or she will do.
Focus on CONCEPTS, rather than on activities.
Learning Goals are…
 . . . specific
Learning goals are very specific. This means
that they should describe precisely the
standards-based information, concepts or
ideas the learner is expected to know at the
end of the lesson.
Learning Goals…
 . . .describe the knowledge students will
acquire through lesson activities.
Learning goals describe the knowledge the
student will construct in his/her brain. This
means that learning goals should relate what
the student should know after the instruction.
Achievement of learning goals is measured by
assessment of related objectives.
Learning Goal
SS 1.1.A.K -----Identify why laws and rules are
made.
LG-----The student will know that laws ands rules
are made to keep us safe. Parents, teachers and
police officers help us understand and obey rules
and laws.
Learning Goal
SC 3.1.A. 3rd a.---- Describe the basic
needs of most plants.
Learning Goal: The student will know that plants
need air, water, light, nutrients and the right
temperature to live and survive. Different plants
need different amounts of water, light, nutrients and
warmth to be healthy.
Learning Goal:
SC 3.1.B. 3rd a.---- GLE: Describe and
sequence the stages in the life cycle (for a
plant) of seed germination, growth and
development, reproduction, and death.
Learning Goal: The student will know that a plant
begins as a seed with an embryo inside; it grows
into a seedling with roots, stems and leaves; flowers
grow on the plant and produce seeds. A plant grows
and develops, creates new plants and then dies.
This is called the life cycle of a plant.
Learning Goal:
SS 4.1.B.3rd--- Conduct a cost-benefit analysis.
Learning Goal: The student will know that a costbenefit analysis is an evaluation of whether the
benefits of carrying out a project or decision outweigh
the costs of carrying out that project or decision;
opportunity cost is the most important alternative that
is given up as a result of a specific economic
decision.
Learning Goal
CA W.2.A.3rd --- Compose text in a format
appropriate to audience and purpose.
Learning Goal: The student will know that when
he/she writes, he/she is communicating to a
specific audience and for a specific purpose.
Learning Goal:
CA L&S.1.B.3rd: Demonstrate listening
behaviors.
Learning Goal: The student will know that when
he/she is listening to others, he/she should
demonstrate appropriate listening behaviors such
as preparing to listen, listening without interruptions,
and maintaining eye contact.
Learning Goal:
MA.3.C.3rd----apply and describe the
strategies used to compute up to 3-digit
addition or subtraction problems.
LG: The student will know that there is more than
one strategy for solving addition and subtraction
problems up to 3 digits. Repeated subtraction,
subtracting as adding up, and counting by 2s, 5,s
or 10s can be used to compute 3-digit numbers.
Learning Goal:
MA 2.C.3rd--- Represent and interpret one-tomany correspondence data using pictures
and bar graphs.
LG: The student will know that he/she can make
bar graphs to represent the correspondence
between supply and demand.
Guidelines for Learning Goals
 Concise: one or two sentences in length
 Focused: on the standards-based concepts and
information the student will learn
 Specific: describes precisely what the learner is expected
to know
 Outcome-Based: describes what the learner will know
after instruction, not on learning activities
 Describes expected knowledge: describes the desired
information, concepts or ideas students are expected to
learn, not merely a direction of change or a teacher activity
 Format: written as a “The student will know that…….
statement
A well written objective……
Focuses on what the student will do to demonstrate what they
have learned with regard to the learning goal…
…not on learning activities they will do.
Focus on DEMONSTRATING learning goal
CONCEPTS and SKILLS, rather than on
activities.
Objectives are…
 . . . specific
Objectives are very specific. This means that
they should describe precisely what the
learner is expected to do to demonstrate
knowledge of concepts or skills.
Objectives are…
 . . .measurable
Objectives are measurable. This means that
objectives should describe learning goal
outcomes that can be measured; objectives
should be seen or heard.
Observable, Measurable
Action Verbs
 Remember---define, describe, find, identify, list, name, etc.
 Understand---arrange, interpret, clarify, paraphrase, translate, etc.
 Apply---demonstrate, execute, carry out, illustrate, implement, etc.
 Analyze---differentiate, select, organize, integrate, outline
 Evaluate---assess, defend, evaluate, predict, support, justify, etc.
 Create---compose, generate, formulate, plan, design, produce,
construct, etc.
Depth of Knowledge
(DOK Levels)
1) Recall---list, identify, quote, recite, state, define, calculate, name
2) Skill/Concept---categorize, classify, estimate, predict, construct,
identify patterns, compare, make observations
3) Strategic Thinking---formulate, hypothesize, cite evidence,
compare, investigate, develop a logical argument
4) Extended Thinking---connect, synthesize, critique, analyze,
create, prove
Objectives are…
 . . .outcome based
Objectives are outcome based. This means
that the objective is going to state what the
learner should be able to do after the
instruction is complete. The process of how
the instruction happens is not considered in
an objective.
Of note…
• Avoid words like understand, learn, and know. They
are not measurable because there is no product
involved.
 Sometimes the degree of accuracy is implied by
words such as correctly, accurately and successfully.
 Not all lessons result in a tangible product. Therefore,
when students verbally demonstrate their learning,
the measurable action involves telling, explaining, or
discussing.
Objectives…
 . . .describe student behavior
Objectives describe student behaviors. This
means that objectives should relate what the
student should be able to do after the
instruction.
Writing Objectives
ABCD Method
(Heinich, et al., 1996)
 Four parts
 Audience
 Behavior
 Condition
 Degree
Audience
 The audience is learner(s) that the objective
is written for.
 This is usually written "the learner" or "the
student" however it could be written as
specific as "The 2nd grade student". Less is
more. Make it simple so that the objective
does not get too wordy.
Behavior
 The behavior is the verb that describes what
the learner (audience) will be able to do after
the instruction.
 This is the heart of the objective and MUST
be measurable AND observable. In addition,
these verbs MUST be specific. Verbs such as
know, understand, comprehend, and
appreciate are difficult to measure and are
therefore not good choices for objectives.
Condition
 Conditions are the circumstances under
which the objectives must be completed.
 What will the instructor allow the student to
use in order to complete the instruction? What
equipment or tools can the student have
access to such as a calculator, map, the book,
class notes, etc? Obviously it would be much
more difficult to make calculations without a
calculator than with one.
Degree
 The degree identifies the standard that the learner
must meet to reach acceptable performance.
 In other words, what degree of accuracy does the
learner have to achieve in order that his/her
performance be judged proficient? The degree of
accuracy should be related to real-world expectations.
Degree of accuracy can be related as a time limit (in
20 minutes), or a number of correct answers (7 out of
10), or a range of accuracy (90%) or combined
quantitative and qualitative standard, (a paragraph
with an effective main idea and at least 3 related
supporting details).
 Include a degree that is actually measurable/
compatible with the behavior and condition. A
common error is something like write a paragraph
with 90% accuracy. A better way would be write a
paragraph with an effective main idea and at least 3
related supporting details.
Degree
 Avoid stating a percentage accompanied with the
word "completion" or "participation" (i.e. with 100%
completion).
 In the majority of cases, this is not appropriate. Ask
yourself “Do I want students to merely complete or
participate in the assignment or do you want them to
do it with some level of accuracy.
 For example: After reading the book John, Paul,
George, & Ben , the students will complete the coatof-arms activity with 100% participation. Students
could master the objective by putting anything down
on the template (even if off of topic).
Contain four parts
A = Audience
The person(s) the objective is written for.
B = Behavior
The kind of learning outcome expected.
C = Condition
The circumstances in which the learner is to
exhibit the learned knowledge.
D = Degree
The standard that the learner must meet to
reach acceptable performance.
Guidelines for Writing Objectives
 Concise: one or two sentences in length
 Focused: one and only one aspect of behavior
 Specific: describes precisely what the learner is expected
to do
 Outcome-Based: describes what the learner should be
able to do after instruction, not learning activities
 Describes expected behavior: describe the desired end
product, not merely a direction of change or a teacher
activity
 Describes observable behavior: focus on observable
behavior, not on teacher illusions or indefinable traits
 Measurable: use action verbs that describe an observable
behavior that is measurable
Given a world map or globe, the student will identify (circle, color, point
to) Mexico on the first attempt
Given a world map or globe of the world----C
the student---A
will identify (circle, color, point to) Mexico---B
on the first attempt--D
1.K.A -----Identify why laws and rules are made.
LG-----The student will know that laws and rules are
made to keep us safe. Parents, teachers and police
officers help us understand and obey rules and laws.
Obj. 1---Given a set of pictures, the student will identify
(circle, color, point to) the 3 pictures of children following
rules at school and in the community.
the student---A
will identify (circle, color, point to) children following
rules at school and in the community---B
set of pictures---C
the 3 pictures---D
1.K.A -----Identify why laws and rules are made.
LG-----The student will know that laws and rules are
made to keep us safe. Parents, teachers and police
officers help us understand and obey rules and laws.
Obj. 2---After identifying pictures of children following
rules at school and in the community, the student will
explain a rule from each picture and why it is important.
After identifying pictures of children following rules
at school and in the community---C
the student---A
will explain a rule and why it is important---B
from each picture---D
SC 3.1.A. 3rd a.---- Describe the basic needs of most
plants.
LG---The student will know that plants need air, water,
light, nutrients and the right temperature to live and
survive. Different plants need different amounts of
water, light, nutrients and warmth to be healthy.
Obj. 1---When creating a poster showing a specific plant, the
student will include a representation of 4 of the 5 survival needs of
plants.
When creating a poster showing a specific plant---C
the student---A
will include a representation of survival needs of plants---B
4 of the 5 survival needs of plants---D
CA L&S.1.B.3rd: Demonstrate listening behaviors.
LG---The student will know that when he/she is listening to
others he/she should demonstrate appropriate listening
behaviors such as preparing to listen, listening without
interruptions, and maintaining eye contact.
Obj. 1---The student will do 4 things to prepare to listen (clear
their desk, face the speaker, look at the speaker, stop talking)
before each classmate gives his/her presentation.
The student---A
will prepare to listen (clear their desk, face the speaker, look at
the speaker, stop talking)---B
before each classmate gives his/her presentation---C
do 4 things; each---D
CA L&S.1.B.3rd: Demonstrate listening behaviors.
LG---The student will know that when he/she is listening to
others he/she should demonstrate appropriate listening
behaviors such as preparing to listen, listening without
interruptions, and maintaining eye contact.
Obj. 2---The student will listen without interruption to a 3 minute
presentation given by each of his/her classmates.
The student---A
will listen without interruption---B
by each classmate for 3 minutes--D
presentations given by classmates---C
MA.3.C.3rd----apply and describe the strategies used to
compute up to 3-digit addition or subtraction problems
LG---The student will know that there is more than one
strategy for solving addition and subtraction problems up
to 3 digits. Repeated subtraction, subtracting as adding
up, and counting by 2s, 5,s or 10s can be used to
compute 3-digit numbers.
Obj. 1--- Given base 10 blocks and a place value mat, the student will
show how he/she uses at least 2 different addition and
subtraction strategies to calculate money earned, saved, spent,
and donated in an income/expense ledger.
the student---A
will show how he/she uses at least 2 different addition and
subtraction strategies to calculate money earned, saved, spent,
and donated in an income/expense ledger.---B
Given base 10 blocks and a place value mat---C
at least 2 different---D
For more information and practice go to:
http://edtech.tennessee.edu/~bobannon/writing_objectives.html