what learners will be able to do at the end of instruction, and they provide
clear reasons for teaching. When writing objectives be sure to describe
the intended result of instruction rather than the process of instruction
Clearly defined learning objectives are useful
for instructors, instructional designers and students:
In order to select and design instructional content, materials
or methods and have a sound basis by which success can be measured.
To give designers and instructors an objective method
to determine how successful their material has been. By clearly stating
the results we want the learners to accomplish, instructors can identify
whether students have gained the appropriate skills and knowledge.
Because objectives should be stated before learners begin
their instructional materials, they provide students the means to organize
their efforts toward accomplishing the desired behaviors.
When writing learning objectives, avoid terms that cannot
be clearly understood by the reader. It is necessary to communicate an
objective as clearly as possible to avoid misinterpretation.
A useful objective successfully describes an intended instructional
result by describing the purpose of the instruction. The BEST statement
is one that excludes the greatest number of possible meanings other than
the one intended. In other words, it succeeds in communicating the
intent of instruction yet avoids misinterpretation.
The ABCD's of Learning Objectives includes four characteristics
that help an objective communicate an intent:
- Who will be doing the behavior?
- What should the learner be able to do?
- Under what conditions do you want the learner to be able to do
How well must it be done?
Identify who it is that will be doing the performance (not the instructor).
What the learner will be able to do
Make sure it is something that can be seen or heard.
The conditions under which the learners must demonstrate their mastery of the
What will the learners be allowed to use? What won't the learners be allowed
Degree (or criterion)
HOW WELL the behavior must be done:
Common degrees include: Speed, Accuracy, Quality
Goals are broad objectives are narrow.
Goals are general intentions; objectives are precise.
Goals are intangible; objectives are tangible.
Goals are abstract; objectives are concrete.
Goals can't be validated as is; objectives can be validated.
Goal: To know about the human body.
Objective: LWBAT name 200 of the 206 bones in the human body without referring
to the textbook.