Writing learning objectives
Beginning with the end in mind
Definition of learning objectives
Learning objectives are statements which describe what the learner is
expected to achieve as a result of instruction. Whether you are teaching in a
classroom, or training staff to do a particular task on an assembly line,
learning objectives set a standard for the level of competence expected.
There are a number of purposes of learning objectives:




By knowing where you intend to go, you increase the chances of you
and the learner ending up there
They guide the teacher relative to the planning of instruction, delivery
of instruction and evaluation of student achievement
The guide the learner; helping him/her focus and set priorities
They allow for analysis in terms of the levels and the outcomes of
teaching and learning
Well formed learning objectives are an important initial step in planning any
training or instructional activities. They help the trainer to plan and prepare
content that is appropriate and supportive of the desired learning outcomes.
They are also essential in evaluating the outcomes of any learning.
Writing learning objectives does take time and effort. It is time well spent
though and some simple steps and guides can help make the process easier.
Simple steps to writing learning objectives
Generally, learning objectives are written in terms of learning outcomes: What
do you want your students to learn as a result of the lesson? Follow the threestep process below for creating learning objectives.
1. Create a stem. Stem examples:



After completing the module, the student will be able to…
After this unit, the student will have…
By completing the activities, the student will….

At the conclusion of the course/unit/study the student will…
2. After you create the stem, add a verb:


Describe, recognize, compare, provide, list, write, etc.
For a list of action verbs see below – choose your verbs carefully!
3. Once you have a stem and a verb, determine the actual product, process,
or outcome:

After completing the module, the student will be able to describe the
purpose of learning objectives.
Reference: action verbs
Comprehension
Cite
Clarify
Discuss
Explain
Express
Extrapolate
Generalize
Give examples
Illustrate
Interpret
Locate
Paraphrase
Rearrange
Recombine
Reconstruct
Regroup
Rename
Reorganize
Reorder
Report
Reproduce
Restate
Restructure
Retell
Rewrite
State
Summarize
Tell
Translate
Verbalize
Repeat
Recall
State
Tell
Discriminate
Distinguish
Identify
Indicate
Isolate
List
Match
Omit
Order
Place
Point
Select
Employ
Find
Operate
Schedule
Search
Sketch
Memorization
Define
Duplicate
Imitate
Discriminative
Choose
Collect
Define
Describe
Detect
Differentiate
Application
Apply
Classify
Compute
Demonstrate
Determine
Dramatize
Perform
Predict
Record
Solve
Use
Write
Criticize
Debate
Deduce
Defend
Diagram
Differentiate
Dissect
Distinguish
Examine
Experiment
Induce
Infer
Inspect
Inventory
Relate
Separate
Solve
Test
Criticize
Evaluate
Judge
Mark
Rate
Score
Select
Sort
Value
Design
Formulate
Gather
Generate
Itemize
Invent
Manage
Organize
Plan
Prepare
Propose
Set up
Synthesize
Systematize
Outline
Print
Pronounce
Punctuate
Read
Recite
Say
Sign
Speak
State
Summarize
Syllabicate
Translate
Verbalize
Whisper
Write
Get
Give
Relate
Repeat
Analysis
Analyze
Appraise
Breakdown
Calculate
Categorize
Compare
Conclude
Contract
Contrast
Evaluation
Appraise
Approve
Assess
Change
Chose
Synthesis
Arrange
Assemble
Collect
Combine
Compose
Compile
Construct
Create
Language
Abbreviate
Accent
Alphabetize
Articulate
Call
Capitalize
Hyphenate
Indent
Miscellaneous
Attempt
Attend
Begin
Bring
Buy
Chart
Circle
Complete
Consider
Copy
Correct
Crush
Designate
Develop
Discover
Distribute
Document
End
Erase
Expand
Extend
Find
Finish
Fit
Fix
Follow
Grind
Guide
Hold
Include
Inform
Label
Lead
Lend
Light
Make
Map
Mend
Miss
Name
Note
Offer
Position
Present
Produce
Propose
Provide
Put
Quote
Raise
Return
Save
Send
Serve
Sew
Share
Sharpen
Shorten
Shut
Signify
Start
Store
Strike
Suggest
Supply
Support
Switch
Take
Tear
Touch
Type
Use
Vote
Watch
Phrases and Verbs to Avoid
The following tired phrases are commonly misunderstood to represent
accurate and clear objective writing. They are in fact vague and lead to dull
teaching because the participants do not understand what they are supposed
to be able to accomplish. Avoid these and their brethren at all costs.
To become
Acquainted with...
Adjusted to...
Capable of...
Cognizant of...
Conscious of...
Familiar with...
Knowledgeable about...
Knowledge of...
Interested in...
Evidence of a(n)
Appreciation for...
Attitude of...
Awareness of...
Comprehension of...
Enjoyment of...
Feeling of...
Self-confident in...
Understanding of...
Interest in...
Avoid These Weak Verbs
Conceptualize
Memorize
Comprehend
Recognize
Feel
Self-actualize
Capacity
Perceive
Experience
Thank
Believe
Listen
Depth
See
Hear
Understand
Intelligence
Know
Sources and references
This document was prepared using content from the following resources. All
online resources were retrieved 17 March 2009.
Writing Learning Objectives: Beginning With The End In Mind, Ohio
University, College of Osteopathic Medicine
http://www.oucom.ohiou.edu/FD/writingobjectives.pdf
Train the Trainer: Developing Learning Objectives, Purdue University Libraries
http://gemini.lib.purdue.edu/staffdev/handouts/developing%20learning
%20objectives%20handout.doc
Learning Objectives: Stems and Samples, Education Oasis
http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_ob
jectives.htm
Bloom's Taxonomy for Behavioural Objectives, Georgia State University,
Department: Kinesiology & Health
http://www.gsu.edu/~wwwche/bloom's.htm