When designing a course, one of the first things you should consider is how to create an effectively structured learning environment. One of the most powerful ways to do this is by developing measurable learning objectives. While the process may initially seem daunting, it’s actually quite simple. By keeping a few key principles in mind, you can create clear, measurable objectives that provide your students with a transparent understanding of what they will be able to accomplish by the end of your course.
The Magical Equation
When writing objectives, think of it like following a math equation. Start with an action verb, then pair it with concrete, descriptive criteria. This will give you a learning objective that is both measurable and clear.
Another helpful structure is the ABCD method:
- A – Audience: Who is doing the learning? (e.g., “The student”)
- B – Behavior: What action will they take? (e.g., “analyze,” “summarize”)
- C – Condition: Under what circumstances? (e.g., “using scholarly sources”)
- D – Degree: To what level or standard? (e.g., “with 90% accuracy”)
(Vanderbilt University Medical Center)
Examples of Measurable Objectives
Here are three course objectives demonstrating increasing complexity using Bloom’s Taxonomy:
- Remembering: The student will be able to define key psychological terms using a course glossary.
- Applying: The student will be able to apply economic theories to analyze real-world case studies.
- Evaluating: The student will be able to evaluate research methodologies in peer-reviewed articles and justify their effectiveness.
Each of these objectives begins with an action verb and clearly outlines what students will do and how it will be demonstrated.
Building a Course Around Objectives
The key to effective course design is alignment. Your objectives, assessments, and instructional strategies should all support one another.
Alignment is best achieved when:
- Objectives describe the understanding and competencies students should acquire by the end of the course.
- Assessments give students the opportunity to demonstrate these competencies, and allow instructors to evaluate how well students meet the objectives.
- Instructional strategies support students in achieving the objectives through relevant activities, discussions, and learning materials.
(Carnegie Mellon University)
By starting with clear objectives and building your course from there, you ensure that everything you teach, assign, and assess is purposefully connected.
Modifying Current Objectives
Already have course objectives that feel vague or unmeasurable? No problem! With a few simple adjustments, you can transform them into measurable, actionable statements.
Unclear Objectives → Measurable Versions:
- Unclear: “Understand the causes of climate change.”
Measurable: “The student will be able to explain the primary causes of climate change using scientific terminology.” - Unclear: “Know how to write a research paper.”
Measurable: “The student will be able to write a research paper that includes a thesis statement, evidence-based arguments, and proper APA citation format.”
Making Objectives Measurable and Student-Centered
To ensure your objectives are both clear and effective, focus on two key practices: use measurable verbs and keep the objectives student-centered.
Bloom’s Taxonomy can help guide this process. It outlines six cognitive levels that range from basic recall to complex creation:
- Remember, Understand, Apply, Analyze, Evaluate, and Create.
Choosing action verbs from these levels helps ensure your objectives are measurable and appropriately rigorous for your course.
Just as importantly, frame your objectives from the student’s perspective, not the instructor’s. Use language like “The student will be able to…” rather than “Introduce students to…”
Examples:
- Unclear: “Teach students how to evaluate arguments.”
Measurable: “The student will be able to evaluate arguments for logical consistency and evidence support.” - Unclear: “Cover major theories of learning.”
Measurable: “The student will be able to compare and contrast major theories of learning using real-world examples.”
Using Bloom’s verbs and writing from the learner’s point of view, this dual approach makes your objectives both actionable and meaningful.
Next Steps
If you have any questions, would like to schedule a professional development session, or need one-on-one support, please reach out to the Student Success Instructional Technologists. They’re here to help you create clear, aligned, and engaging courses.
References
Carnegie Mellon University. “Learning Objectives.” Eberly Center for Teaching Excellence and Educational Innovation, https://www.cmu.edu/teaching/designteach/design/learningobjectives.html.
Vanderbilt University Medical Center. “Writing Objectives.” Continuing Nursing Education, https://www.vumc.org/nursing-contact-hours/writing-objectives.