writing instructional objectives assignment passing score

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Writing Effective Goals & Objectives

When well-written, goals and objectives will help identify course content, structure the lecture, and guide the selection of meaningful and relevant activities and assessments. In addition, by stating clear instructional goals and objectives, you help students understand what they should learn and exactly what they need to do.

A course goal may be defined as a broad statement of intent or desired accomplishment. Goals do not specify exactly each step, component, or method to accomplish the task, but they help pave the way to writing effective learning objectives. Typical course goals include a number of subordinate skills, which are further identified and clarified as learning objectives.

For example, an English 102 goal might be to prepare students for English 103 . The goal “prepare students” specifies the big picture or general direction or purpose of the course. Course goals often do not specify student outcomes or how outcomes will be assessed. If you have difficulty defining a course goal, brainstorm reasons your course exists and why students should enroll in it. Your ideas can then generate course-related goals. Course goals often originate in the course description and should be written before developing learning objectives. You should also discuss course goals with your colleagues who teach the same class so that you can align your goals to provide students with a somewhat consistent experience of the course.

Table of Contents

Marketing Course

Students will learn about personal and professional development, interpersonal skills, verbal and written presentation skills, sales and buying processes, and customer satisfaction development and maintenance.

Physical Geography Course

Students will understand the processes involved in the interactions between, spatial variations of, and interrelationships between hydrology, vegetation, landforms, and soils and humankind.

Theatre/Dance Course

Students will investigate period style from pre-Egyptian through the Renaissance as it relates to theatrical production. Exploration of period clothing, manners, décor, and architecture with projects from dramatic literature.

General Goal Examples

• Students will know how to communicate in oral and written formats.
• Students will understand the effect of global warming.
• Students’ perspective on civil rights will improve.
• Students will learn key elements and models used in education.
• Students will grasp basic math skills.
• Students will understand the laws of gravity.

We cannot stop at course goals; we need to develop measurable objectives. Once you have written your course goals, you should develop learning objectives. Learning Objectives are different from goals in that objectives are narrow, discrete intentions of student performance, whereas goals articulate a global statement of intent. Objectives are measurable and observable, while goals are not.

Well-stated objectives clearly tell the student what they must do by following a specified degree or standard of acceptable performance and under what conditions the performance will take place. In other words, when properly written, objectives will tell your learners exactly what you expect them to do and how you will be able to recognize when they have accomplished the task. Generally, each section/week/unit will have several objectives (Penn State University, n.p.). Section/week/unit objectives must also align with overall course objectives.

• Broad, generalized statements about what is to be learned
• General intentions
• Cannot be validated
• Defined before analysis
• Written before objectives

Goals should be written from the instructor’s point of view

Objectives are:

• Narrow, specific statements about what is to be learned and performed
• Precise intentions
• Can be validated or measured
• Written after analysis
• Prepared before instruction is designed

Objectives should be written from the student’s point of view

Use the below objectives builder tool, which was developed by Arizona State University , to begin designing objectives. If it’s your first time click “Start Project”. If this is a return visit, click “Resume” to pick up where you left off or “Restart” to start the tutorial over. Follow the on-screen instructions to build your learning objective(s)!

Several sources are available that you can use to check the accuracy and efficacy of your learning objectives. Several of the sources below provide checklists and other instruments to help you design effective and meaningful objectives.

Mager, R. F. (1997). Measuring instructional results: How to find out if your learning objectives have been achieved. (3rd ed.). Atlanta, GA: CEP Press.

Mager, R. F. (1997). Preparing learning objectives: A critical tool in the development of effective instruction. (3rd ed.). Atlanta, GA: CEP Press.

Penn State University, Schreyer Institute (n.p.). Learning outcomes assessment tutorial. https://sites.psu.edu/loatutorial/

Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019). Instructional technology and media for learning (12th ed.). Upper Saddle River, NJ: Pearson.

Gronlund, N. E., & Brookhart, S. M. (2009). Gronlund’s writing instructional objectives (8th ed.). Upper Saddle River, NJ: Pearson.

Arizona State University Online (n.p.). Learning objectives builder. https://teachonline.asu.edu/objectives-builder/

Citation: Northern Illinois University Center for Innovative Teaching and Learning. (2020). Writing goals and objectives. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

• Center for Innovative Teaching and Learning
• Instructional Guide

Writing Goals and Objectives

“If you’re not sure where you are going, you’re liable to end up some place else.” ~ Robert Mager, 1997

Instructional goals and objectives are the heart of instruction. When well- written, goals and objectives will help identify course content, structure the lecture, and guide the selection of meaningful and relevant activities and assessments. In addition, by stating clear instructional goals and objectives, you help students understand what they should learn and exactly what they need to do.

Course Goals

A course goal may be defined as a broad statement of intent or desired accomplishment. Goals do not specify exactly each step, component, or method to accomplish the task, but they help pave the way to writing effective learning objectives. Typical course goals include a number of subordinate skills, which are further identified and clarified as learning objectives.

A course goal may be defined as a broad statement of intent or desired accomplishment.

For example, an English 102 goal might be to prepare students for English 103. The goal “prepare students” specifies the big picture or general direction or purpose of the course. Course goals often do not specify student outcomes or how outcomes will be assessed. If you have difficulty defining a course goal, brainstorm reasons your course exists and why students should enroll in it. Your ideas can then generate course-related goals. Course goals often originate in the course description and should be written before developing learning objectives. You should also discuss course goals with your colleagues who teach the same class so that you can align your goals to provide students with a somewhat consistent experience of the course.

Course Goal Examples

Marketing course .

Students will learn about personal and professional development, interpersonal skills, verbal and written presentation skills, sales and buying processes, and customer satisfaction development and maintenance.

Physical Geography course

Students will understand the processes involved in the interactions between, spatial variations of, and interrelationships between hydrology, vegetation, landforms, and soils and humankind.

Theatre/Dance course

Students will investigate period style from pre-Egyptian through the Renaissance as it relates to theatrical production. Exploration of period clothing, manners, décor, and architecture with projects from dramatic literature.

General Goal Examples

• Students will know how to communicate in oral and written formats.
• Students will understand the effect of global warming.
• Students’ perspective on civil rights will improve .
• Students will learn key elements and models used in education.
• Students will grasp basic math skills.
• Students will understand the laws of gravity.

Learning Objectives

We cannot stop at course goals; we need to develop measurable objectives. Once you have written your course goals, you should develop learning objectives. Learning Objectives are different from goals in that objectives are narrow, discrete intentions of student performance, whereas goals articulate a global statement of intent. Objectives are measurable and observable, while goals are not.

Comparison of Goals and Objectives

• Broad, generalized statements about what is to be learned
• General intentions
• Cannot be validated
• Defined before analysis
• Written before objectives

Objectives are

• Narrow, specific statements about what is to be learned and performed
• Precise intentions
• Can be validated or measured
• Written after analysis
• Prepared before instruction is designed

Objectives should be written from the student’s point of view

Well-stated objectives clearly tell the student what they must do by following a specified degree or standard of acceptable performance and under what conditions the performance will take place. In other words, when properly written, objectives will tell your learners exactly what you expect them to do and how you will be able to recognize when they have accomplished the task.  Generally, each section/week/unit will have several objectives (Penn State University, n.p.). Section/week/unit objectives must also align with overall course objectives.

Well-stated objectives clearly tell the student what they must do ... and under what conditions the performance will take place.

Educators from a wide range of disciplines follow a common learning objective model developed by Heinich (as cited by Smaldino, Mims, Lowther, & Russell, 2019). This guide will follow the ABCD model as a starting point when learning how to craft effective learning objectives.

ABCD Model of Learning Objectives

• A udience: Who will be doing the behavior?
• B ehavior: What should the learner be able to do? What is the performance?
• C ondition: Under what conditions do you want the learner to be able to do it?
• D egree: How well must the behavior be done? What is the degree of mastery?

Writing a learning objective for each behavior you wish to measure is good instructional practice. By using the model as illustrated in Table 2, you will be able to fill in the characteristics to the right of each letter. This practice will allow you to break down more complex objectives (ones with more than one behavior) into smaller, more discrete objectives.

Writing a learning objective for each behavior you wish to measure is good instructional practice.

Behavioral Verbs

The key to writing learning objectives is using an action verb to describe the behavior you intend for students to perform. You can use action verbs such as calculate, read, identify, match, explain, translate, and prepare to describe the behavior further. On the other hand, words such as understand, appreciate, internalize, and value are not appropriate when writing learning objectives because they are not measurable or observable. Use these words in your course goals but not when writing learning objectives. See Verbs to Use in Creating Educational Objectives (based on Bloom’s Taxonomy) at the end of this guide.

Overt behavior: If the behavior is covert or not typically visible when observed, such as the word discriminate, include an indicator behavior to clarify to the student what she or he must be able to do to meet your expectations. For example, if you want your learners to be able to discriminate between good and bad apples, add the indicator behavior “sort” to the objective: Be able to discriminate (sort) the good apples from the bad apples.

Some instructors tend to forget to write learning objectives from the students’ perspective. Mager (1997) contends that when you write objectives, you should indicate what the learner is supposed to be able to do and not what you, the instructor, want to accomplish. Also, avoid using fuzzy phrases such as “to understand,” “to appreciate,” “to internalize,” and “to know,” which are not measurable or observable. These types of words can lead to student misinterpretation and misunderstanding of what you want them to do.

…avoid using fuzzy phrases such as “to understand,” “to appreciate,” “to internalize,” and “to know,” which are not measurable or observable.

The Link Between Learning Objectives and Course Activities and Assessment

After you have crafted your course goals and learning objectives, it is time to design course activities and assessments that will tell you if learning has occurred. Matching objectives with activities and assessments will also demonstrate whether you are teaching what you intended. These strategies and activities should motivate students to gain knowledge and skills useful for success in your course, future courses, and real-world applications. The table below illustrates objective behaviors with related student activities and assessments.

Examples of Linked Instructional Goals, Objectives, and Assessments

Instructional goal .

Students will know the conditions of free Blacks during antebellum south.

Learning Objective

In at least 2 paragraphs, students will describe the conditions of free Blacks in pre-Civil War America, including 3 of 5 major points that were discussed in class.

A traditional essay or essay exam.

Instructional Goal

Students will know how to analyze blood counts.

Given a sample of blood and two glass slides, students will demonstrate the prescribed method of obtaining a blood smear for microscopic analysis.

Instructor observation of student demonstration in a lab using a criterion checklist of critical steps for objective scoring.

Students will understand how to interpret classic literature.

Learning Objective 

Students will compare/contrast Shakespeare’s Merchant of Venice and Marlowe’s Jaw of Malta in terms of plot, character, and social-political themes.

Assessment 

Instructional goals and learning objectives are the heart of your role as a learning facilitator. When written well, goals and objectives will assist you in identifying course content, help you structure your lecture, and allow you to select activities and assessments that are relevant and meaningful for learning. Make sure that you check with your department to determine whether they require certain learning objectives for a course, for example to align courses with Illinois Articulation Initiative (IAI) requirements for transferrable general education courses (see the current NIU Undergraduate Catalog section on “Illinois Articulation Initiative Core Curriculum).

Several sources are available that you can use to check the accuracy and efficacy of your learning objectives. The sources below provide checklists and other instruments to help you design effective and meaningful objectives.

Mager, R. F. (1997). Measuring instructional results: How to find out if your learning objectives have been achieved. (3 rd ed.). Atlanta, GA: CEP Press.

Mager, R. F. (1997). Preparing learning objectives: A critical tool in the development of effective instruction. (3 rd ed.). Atlanta, GA: CEP Press.

Penn State University, Schreyer Institute (n.p.). Learning outcomes assessment tutorial. https://sites.psu.edu/loatutorial/

Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019). Instructional technology and media for learning (12 th ed.). Upper Saddle River, NJ: Pearson.

Selected Resources

Gronlund, N. E., & Brookhart, S. M. (2009). Gronlund’s writing instructional objectives (8 th ed.). Upper Saddle River, NJ: Pearson.

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2020). Writing goals and objectives. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

Phone: 815-753-0595 Email: [email protected]

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Creating Writing Assignments: Articulating Objectives

Writing assignments are more successful in promoting student learning if you have articulated clear learning objectives. To construct learning objectives (i.e., what students should be able to do or demonstrate), many instructors use a classification system designed in the mid-1950s by Benjamin Bloom et al., commonly referred to as Bloom’s Taxonomy. Simply put, this classification system (presented in greater detail on the page Taxonomy of Learning Objectives ) consists of six different levels of cognitive skills, starting with the simplest, lower-order thinking skills of knowledge or comprehension and moving to cognitive skills that demonstrate higher-order thinking skills such as an ability to apply, analyze, synthesize, and evaluate material.

When we create assignments or develop test questions, we can use verbs associated with each of these levels to promote or test how deeply students have learned something. If, for example, a student is able to list the major battles of the Civil War, the student demonstrates knowledge. If a student is able to compare two different theories about the causes of the Civil War and evaluate their merits and limitations, they have demonstrated a more complex set of cognitive skills, the ability to compare and evaluate. Each level in the classification has verbs associated with it that you can use to tailor your writing assignments and exam questions to specific learning objectives. Using appropriate verbs from the italicized lists on the page Taxonomy of Learning Objectives , think about assignments you might create for students to promote learning or to evaluate how well they have learned course material.

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Writing instructional objectives for teaching and assessment

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• Part I Preparing instructional objectives
• Ch. 1 Focusing on intended learning outcomes
• Ch. 2 Obtaining clear statements of instructional objectives
• Ch. 3 Using objectives in planning for teaching and assessment
• Ch. 4 Content standards and instructional objectives
• Ch. 5 Considerations in preparing instructional objectives
• Part II Writing instructional objectives for various outcomes
• Ch. 6 Writing objectives for knowledge, comprehension, and application outcomes
• Ch. 7 Writing objectives for higher-level thinking skills
• Ch. 8 Writing objectives for affective outcomes
• Ch. 9 Writing performance objectives for skills and products
• Ch. 10 Writing performance objectives for problem-solving projects
• Part III Using instructional objectives in assessment
• Ch. 11 Using objectives in achievement testing
• Ch. 12 Using objectives in performance and affective assessment.

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What are Learning Objectives?

Course Level Student Learning Objectives (SLOs) are statements in specific and measurable terms that describe what the learner will know or be able to do as a result of engaging in a learning activity.

Course objectives state what students will be able to do by the end of the course, unit or other defined period of time.

More specific objectives can be written for subsets of the course like units of instruction or chapters of a book.

Program objectives and University Wide Student Learning Objectives state more broad, higher-level objectives that cover longer periods of time. For example, a program objective may not be able to be achieved by a student until their third year or perhaps by the time they graduate.

Why Do I Need Them?

Objectives need to be written in a way that states how you will know when a student has mastered the knowledge or skill. Well written objectives help define activities, assignments, and assessments created for the course. Objectives are milestones along the way to help ensure students reach their goals.

How do I Create Them?

In 1956 Benjamin Bloom created a learning framework consisting of 6 major categories: Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.

Bloom’s Taxonomy (Revised)

In 2001, David Krathwohl revised the taxonomy to include the following domains:

• Remember:  Recall facts and basic concepts
• Understand:  Explain ideas or concepts 
• Apply:  Use information in new situations
• Analyze:  Make connections among ideas
• Evaluate:  Justify a stand or decision
• Create:  Produce new or original work

Krathwohl went on to separate out knowledge into four dimensions, flowing throughout the six domains listed above:

• Factual Knowledge: The basic elements that students must know to be acquainted with a discipline or solve problems in it.
• Conceptual Knowledge: The interrelationships among the basic elements within a larger structure that enable them to function together.
• Procedural Knowledge: How to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
• Metacognitive Knowledge: Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition.

In revising the taxonomy to include cognition, Krathwohl infused knowledge throughout the levels of the traditional pyramid, creating a taxonomy table to help better align the individual domains with the knowledge dimension.

Objectives can be written for all three learning domains (cognitive, psychomotor and affective).

Objectives need four parts: (ABCD)

• A udience – Who should be performing the action?
• B ehavior – What observable and measurable behavior are you looking for?
• C ondition – Under what conditions will they perform this action?
• D egree – What is the standard of acceptable performance? (E.g. How well? How much? How fast?)

Sample Objectives

• Given an irregular verb, the student will be able to conjugate the verb in the present and past tense.
• Given the variables and a formula, the student will be able to correctly solve for the unknown number.
• Given a piece of sheet music, the student will be able to label the parts of the piece.
• Given a patient’s history and diagnosis, the student will be able to construct a physical therapy treatment plan.

Adapted from the following sources:

Morrison, Ross, Kalman and Kemp (2019). Designing Effective Instruction. Danvers, MA; Wiley.

Anderson, L. W.,& Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.

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