Writing effective learning objectives is an important aspect of instructional design, as it helps to ensure that the learning experience is focused and targeted, and that it supports the desired outcomes.
Bloom’s taxonomy is a classification system for educational objectives. The taxonomy consists of six levels of cognitive complexity, ranging from lower-order thinking skills (such as remembering and understanding) to higher-order thinking skills (such as evaluating and creating). In instructional design, Bloom’s taxonomy can be used to write learning objectives that focus on the specific cognitive skills that the learner should develop.
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Here are some tips for writing effective learning objectives:
Identify the Level of Cognitive Complexity
The first step in using Bloom’s taxonomy to write learning objectives is to identify the level of cognitive complexity that is appropriate for the learning experience. This will depend on the learning objectives, the content of the course or program, and the needs and preferences of the learners.
Use Action Verbs
Once you have identified the appropriate level of cognitive complexity, you can use action verbs that correspond to that level to write the learning objectives. For example, if the learning objective is focused on remembering, you might use verbs such as “recall” or “identify.” If the learning objective is focused on evaluating, you might use verbs such as “assess” or “critique.”
Be Specific
Learning objectives should be specific and clearly defined, rather than vague or broad. For example, “understand the concept of gravity” is not as specific as “describe the properties of gravity and its effects on objects in the solar system.”
Be Measurable
Learning objectives should be measurable, meaning that they should be written in such a way that it is clear how the learner’s progress will be assessed. For example, “describe the properties of gravity and its effects on objects in the solar system” is a measurable learning objective, as it is clear how the learner’s understanding of the concept will be assessed.
Be Achievable
Learning objectives should be achievable for the learner, given the time and resources available. For example, “describe the properties of gravity and its effects on objects in the solar system” is an achievable learning objective for most learners, given a reasonable amount of time and resources.
Be Relevant
Learning objectives should be relevant to the learner’s needs and interests, and should support the overall goals of the course or program. For example, “describe the properties of gravity and its effects on objects in the solar system” is a relevant learning objective for a course on astrophysics, but may not be relevant for a course on business management.
Here are some examples of poorly written learning objectives:
- “Understand the concept of gravity.” It is not clear what specific behaviors or outcomes the learner will be able to demonstrate after completing the learning experience.
- “Be able to do math.” It is not clear what specific math skills the learner will be able to demonstrate, or how their progress will be assessed.
- “Become an expert in programming.” It is too broad and unrealistic to expect the learner to become an expert in programming after a single learning experience.
Here are some examples of well-written learning objectives:
- “Identify the main causes of the American Revolution and explain their significance.” This learning objective is specific, measurable, and relevant to the overall goals of a course on American history.
- “Apply basic programming concepts to design and implement a simple computer program.” It is clear what specific behaviors or outcomes the learner will be able to demonstrate after completing the learning experience, and it is achievable given a reasonable amount of time and resources.
- “Evaluate the impact of various marketing strategies on consumer behavior.” It is clear what specific behaviors or outcomes the learner will be able to demonstrate after completing the learning experience.
Overall, writing effective learning objectives requires careful planning and attention to the needs and preferences of the learners. By using action verbs, being specific, measurable, achievable, and relevant, instructional designers can create learning objectives that are focused and targeted, and that support the desired outcomes.
