Learning Objectives
Overview
Course learning outcomes (CLOs), or terminal objectives, are foundational elements to the development of a course. CLOs represent the broad, overreaching goals of the course for measuring learner mastery. Learning objectives break down the intended goals in the CLO into manageable learning tasks or activities with measurable steps that help the learner successfully achieve the overall learning outcomes.
Hierarchy of Outcomes (Higher Education)
Objectives Move from
Broad to Specific
Institutional Outcomes
Unique learning outcomes designated by a higher education institution that align to institution's mission, vision or core principles.
Programmatic Outcomes
Desired and required outcomes specific to a program. Can be influenced or defined by industry requirements or accreditation domains, standards or competencies. Developed by program lead.
Course Learning Outcomes
Specific knowledge, abilities or skills learners must demonstrate at the completion of the course. These align to the programmatic outcomes. Developed by program lead.
Learning Objectives
Very specific and measurable objectives for the module, week, topic that are "building blocks" that help the learner achieve the broader course outcomes. Developed by subject matter experts.
Course Learning Outcomes vs Learning Objectives
Course Learning Outcomes
Course learning outcomes, also referred to as course goals or terminal objectives, are the overarching goals of a course. These indicate the abilities, skills, and knowledge learners are expected to master upon the completion of the course.
The primary function of CLOs in instructional design include:
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Design Guidance: CLOs guide the decisions the instructional designer makes in creating the content, learning activities and assessments to ensure the purpose of the course is clear and learner knowledge and skills center on outcomes can be measured.
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Alignment: CLOs ensure the course content, learning activities and assessment align with the intended outcomes in a way that progressively builds toward mastering the learning outcome.
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Evaluation and Assessment: The criteria in the CLOs define how student performance will be measured.
Examples:
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Upon successful completion of this course, learners will be able to communicate with interprofessional teams in a health care setting.
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Upon successful completion of this course, learners will be able to describe the fundamental characteristics of evidence-based practice in a health care setting.
Learning Objectives
Learning objectives break down the CLOs into more achievable steps that contribute to mastery of the overreaching course goal. Within this context, the objectives define a specific and measurable behavior, skill or concept aligned to the week, module, or topic that the learner achieves.
Criteria to consider when developing learning objectives.
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Time to Achieve: The outcome should be achievable by the end of the week, topic, or module.
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Assessment: A means for accurately measuring the learning outcome must be determined.
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Activities: Learning activities that facilitate ways for learners to practice and master concepts or skills prior to assessment.
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Instructional Materials: Materials that support the learner in achieving the desired outcome of the learning objective and completing the task.
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Align to CLOs: Each learning objective supports attainment of the CLOs.
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Sequencing: Objectives should build in a logical manner, from basic to more complex knowledge or skill attainment.
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Align with Bloom's Taxonomy: Alignment of objectives to Bloom's Taxonomy ensures the objectives move from lower to higher level thinking.
Examples:
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Describe characteristics of effective communication.
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Compare quantitative and qualitative research designs.
Bloom's Taxonomy
Bloom's Taxonomy, created in 1956 by Benjamin Blook, in collaboration with Max Englehart, Edward Furst, Walter Hill and David Krathwohl, consists for three domains cognitive (thinking skills), affective (emotional responses) and sensory (physical skills) domains. The cognitive domain is the most commonly used of the three. The cognitive framework, which has been revised over the years, has six processing levels that increase in complexity. Each level has its own description that defines the specific and measurable cognitive skills relevant to that level. Each level provides common vocabulary for how we think about those learning goals. In design practice, learning goals are a means for aligning educational goals to the curricula and assessments. This ensures the desired measurable outcome is consistent with the level and type of engagement expected from the learner in the learning activity.
Level 1 Create
The learner puts elements together to produce something new or original, or produces a culminating and innovate project. Objectives overall represent the highest cognitive level. (imagine, design, plan, produce)
Level 1 Evaluate
The learner critiques, appraises, or defends their viewpoint, or makes informed judgments based on specified standards or criteria. (critique justify, prioritize, rate)
Level 3
Analyze
This level requires breaking down material into it smaller components and determining how the parts relate to one another or the overall purpose. Objectives require critical thinking, and demonstrating an understanding of patterns, or relationships. (compare, categorize, explain)
Level 4
Apply
Learners apply knowledge or skills in practical situations to complete a task or solve a problem. Objectives focus on real-world principles or situations. (solve, complete, illustrate, implement)
Level 5
Understand
Learners demonstrate competency or comprehension by constructing meaning from "instructional messages" and relaying concepts in their own words. (paraphrase, summarize, outline, predict, explain)
Level 6
Remember
Recall of information such as facts, procedural knowledge, conceptual knowledge, terms or basic concepts from long-term memory. From an instructional design perspective, the goal is to ensure leaners attain foundational concepts. (relate, describe, find)
References
The American Women's College. 2023. Course Development Handbook. Retrieved from https://open.baypath.edu/coursedevelopment/
Rugters (2023). Bloom's Taxonomy: Revisiting the Pyramid. Retrieved from https://tlt.rutgers.edu/article/blooms-taxonomy-revisiting-pyramid#:~:text=When%20we%20do%2C%20we%20realize%20that%20it%20is,is%20the%20most%20widely%20used%20for%20classroom%20settings.
Ruhl. C. (2023). Bloom's Taxonomy of Learning. Simple Psychology. Retrieved from https://www.simplypsychology.org/blooms-taxonomy.html