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Writing Goals, Educational Objectives, & Learning Outcomes
Writing Goals, Educational Objectives, & Learning Outcomes
Goals
Definition:
A goal:
1. states a target for a course or program
2. states the general outcome of a course or program
3. describes a more general learning outcome
4. may have several learning objectives
Examples:
1. The goal of the art program (course) is to help students acquire relevant art history knowledge, apply it
and encourage them to keep working in the field.
2. The goal of the multimedia course (program) is to present alternatives to expensive software for
application in the field of study.
Educational Objectives
Definition:
An educational objective states what the student will learn and be able to accomplish by the end of
instruction. It describes a specific behavior which will lead to the desired goal. It is specific and measurable. It
has three major components:
1. What the student will be able to do.
2. Conditions needed for the student to accomplish the task.
3. Norm for evaluating the student performance.
In order to ensure clear and measurable Learning Objectives, one must focus on:
1. Performance: Describe what is to be learned in with outcome of performance in mind.
2. Norm: Describe clearly what outcome is expected and what level of accuracy is expected in order for
the learning to be judged adequate.
3. Settings: Describe the specific circumstances under which the learner is supposed to perform and what
tools are to be used
Learning Outcomes
Definition:
Learning outcomes are statements of what a student will be able to do as a result of a learning activity. They
are specific, measurable, clear, and assessable statements that define what a student is able to do at the end
of a course or completion of a program. These outcomes may involve:
1. Knowledge (cognitive).
2. Skills (behavioral).
3. Attitudes (affective behavior)
All three above statements must show evidence that learning has occurred.
Example:
1. Each goal may have several Objectives associated with it.
2. Each objective will have one learning outcome associated with it.
Goal 1: The Educational Technology course (program) will enable the students to make reliable and accurate
assessments of the type of assistive technology needed for a variety of disabilities.
Objective 1: The student will be able to use an appropriate technology to address the needs of autistic
children in the classroom.
Objective 2: The student will be able to adapt any assistive technology to address the problems of
behavioral problems.
Learning Outcome 1: At the end of the course (program) the student will be able to create
lesson plans using Inspiration to teach autistic students how to draw a picture independently.
Learning Outcome 2: At the end of the program the student will be able to create an activity
teaching autistic children how to behave in the classroom.
Bloom’s Taxonomy Action Verbs
Knowledge Comprehension Application Analysis Synthesis Evaluation
D Remember Demonstrate an Apply knowledge to actual Break down objects or ideas into Compile component ideas into a Make and defend
E previously understanding of the situations. simpler parts and find evidence to new whole or propose judgments based on
F learned facts. support generalizations. alternative solutions. internal evidence or
information. external criteria.
V Arrange Classify Act Prepare Analyze Prioritize Adapt Organize Appraise
E Count Convert Administer Produce Appraise Question Anticipate Perform Argue
R Define Defend Apply Provide Breakdown Recognize Arrange Plan Assess
B
Describe Describe Articulate Relate Calculate Relate Assemble Prepare Attach
Duplicate Discuss Assess Report Categorize Research Categorize Pretend Choose
Draw Distinguish Change Schedule Characterize Select Collaborate Produce Compare
Enumerate Estimate Chart Select Classify Separate Collect Progress Conclude
Find Explain Choose Show Compare Subdivide Combine Propose Contrast
Identify Express Collect Sketch Contrast Test Communicate Rearrange Criticize
Label Extend Compute Solve Correlate Compare Reconstruct Critique
List Generalized Construct Transfer Criticize Compile Reinforce Defend
Match Give example(s) Contribute Use Debate Comply Relate Decide
Memorize Identify Control Write Deduce Compose Reorganize Describe
Name Illustrate Demonstrate Utilize Diagram Construct Revise Discriminate
Order Indicate Determine Differentiate Create Rewrite Estimate
Outline Infer Develop Discriminate Design Set up Evaluate
Quote Interpret Discover Distinguish Develop Structure Explain
Read Locate Dramatize Examine Devise Substitute Judge
Recite Make sense of Draw Experiment Explain Summarize Justify
Recognize Paraphrase Employ Focus Express Synthesize Interpret
Record Predict Establish Identify Facilitate Tell Relate
Relate Recognize Extend Illustrate Formulate Validate Predict
Recall Report Illustrate Infer Generate Write Prioritize
Repeat Restate Imitate Limit Incorporate Prove
Reproduce Rewrite Implement Model Individualize Rank
Select Review Interpret Outline Initiate Rate
Sequence Select Manipulate Point out Integrate Reframe
State Summarize Modify Intervene Select
Tell Trace Operate Invent Summarize
View Translate Paint Make up Support
Write Understand Participate Model Value
Practice Modify
Predict Negotiate