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Writing Instructional Objectives

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DOI: 10.4018/9781591404859.ch007.ch000

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 Writing Instructional Objectives
Kim E. Dooley, James R. Lindner, & Larry M. Dooley

One of the first considerations after determining the needs of

the audience and the content to be delivered is to formulate
instructional objectives. Instructional objectives are written by
the instructor to guide the design process, with consideration of
delivery strategies and principles of adult learning. Often these
objectives will be negotiated with the learner so that it will meet
their individual needs (e.g. learning contracts). Keeping in mind
that learners have diverse learning needs and preferences, it is
important to understand the three major domains of learning:
cognitive, affective, and psychomotor. There are also
guideposts to ensure that the instructional objectives are
written so that they measure the intended outcomes. How do
you write instructional objectives that are specific and
measurable? Why is this important?

Introduction Objectives should be Specific, Measurable,

Effective instruction begins with the
establishment of instructional goals and
objectives (Brahier, 2000). Goals describe
learner outcomes expected upon
completion of a course or instructional unit.
Instructional goals should be general,
observable, and challenging. To develop a
greater appreciation for using geometry to
solve real-word problems is an example of
an instructional goal. Instructional goals
should be directly related to the content
being taught and the competencies being
developed (Newcomb, McKracken,
Warmbrod, & Whittington, 2004).
Many instructors confuse the terms
instructional goals and objectives, believing
them to be synonymous. They are not. An
instructional objective is a statement
describing a proposed “change” of what the
learner can do when (s)he has successfully
completed a learning experience.
Attainable, Relevant, and Timed (SMART).
Objectives are specific or precise so that the
instructor and learner can determine
whether or not the objective has been met.
If the objective is measurable, the instructor
should be able to observe the action or
change and thus provide feedback for
improvement if needed (Mager, 1997).
When writing objectives, instructors make
decisions about the content and establish
parameters to help define and limit the
content (Newcomb, McKracken, Warmbrod,
& Whittington, 2004). Given a scalene
triangle, students will be able to prove that
the sum of the measures of the angles of a
triangle is 180 is an example of an
instructional objective. Goals are general;
objectives are specific.
 Domains of Learning
Instructional objectives can be
classified into three domains of learning:
cognitive (Bloom & Krathwohl, 1956),
affective (Krathwohl, Bloom, & Masia,
1964), or psychomotor (Harrow, 1972).
Instructional objectives are written for the
cognitive domain when there is a lack of
knowledge. Cognitive objectives are for
mental skills and abilities; the acquisition of
information and concepts related to the
course content. The affective domain
considers feelings and emotions (attitudinal
change) as a result of the educational
experience. Affective objectives are written
when there is a lack of desire to help foster
certain values, attitudes and preferences.
The psychomotor domain requires
competence in the performance of
procedures, operations, methods, and
techniques (skills). Psychomotor objectives
include physical movement, coordination,
and use of motor-skill areas like being
proficient on the computer keyboard.
Development of these skills requires
practice and is often measured in terms of
speed, precision, or distance. Objectives
are written with a specific domain in mind,
but obviously there are overlaps because
we cannot isolate knowledge, attitudes, and
skills as information is processed in the
brain.
Each of these domains has a
hierarchy, or levels from simplest to
complex. We will describe these levels for
each domain with examples of observable
action verbs that serve as the catalyst for
objective writing.
Cognitive Domain
When first writing instructional
objectives, it is important to determine the
primary domain that describes what the
learner will “do” as a result of the
instruction. If the learner lacks knowledge,
then the cognitive domain will be your
choice. Then, it is imperative to think about
“how” the learner will do this. How difficult
is the concept? Does it require knowledge
related to previous instruction that would
require scaffolding or applying other
concepts? Does it require higher order,
critical, or creative thinking?
This is the part when I get out the
taxonomy created by Bloom and Krathwohl
(1956) and choose the level and verbs that
best describe what I want the learners to be
able to do (Table 1). Knowledge is the
simplest learning process and Evaluation
the most complex. In other words, a
learner must have some basic
understanding before they can process
more complex information. Several action
verbs are repeated in more than one level,
but the context or description surrounding
the objective statement should clarify the
level to which it belongs. We will describe
this in the objective writing section later.
The first three levels (knowledge,
comprehension, and application) are
considered lower level thinking, and the last
three (analysis, synthesis, and evaluation)
are higher order thinking, sometimes
referred to as HOTS (higher-order thinking
skills). See Table 1.
Table 1.
Cognitive Domain Levels and Verbs (Bloom & Krathwohl, 1956)

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

Learn specific facts, Communicate Use learned Break down Use elements Makes decisions or
ideas, vocabulary knowledge and interpret knowledge and an idea into in new patterns judgments based on
and reiterate in previous learning interpret previous its parts and & relationships chosen criteria of
similar form situation perceive the standards
interrelations
hip
choose calculate adapt analyze alter accept
collect categorize apply appraise change appraise
copy change assemble arrange combine argue
define classify build break down compose assess
describe communicate calculate categorize construct challenge
discover define compute classify create choose
experiment describe construct compare depict classify
find discuss demonstrate contrast design criticize
identify distinguish develop decipher develop critique
indicate expand discover deduce devise debate
label generalize discuss determine estimate decide
list illustrate dramatize diagram expand defend position
locate in your own words draw differentiate forecast determine
discuss
mark infer experiment causes form a new… discuss
match inform formulate dissect generate document
name interpret gather distinguish hypothesize draw conclusions
narrate name alternatives illustrate examine imagine editorialize
observe outline make experiment incorporate establish
produce paraphrase make use of explain infer evaluate
provide rearrange manipulate generalize integrate hypothesize
read reconstruct operate group invent interpret
recall relate organize illustrate modify judge
recite restate practice infer organize justify
recognize retell prepare investigate plan prioritize
record reword put into action model predict rank
relate rewrite relate modify produce rate
repeat select report use order relate recommend
report summarize revise outline simplify refute
select tell the meaning of search predict synthesize reject
sort translate show question speculate
spell verbalize solve reason why test
state write survey relate value
tell tell separate verify
underline try sequence
write utilize solve
specify
subdivide
 Objectives are more easily written
for “lower order” cognitive skills.
Instructional objectives should be written
such that all levels of knowledge are
addressed. Instructors often write
objectives at lower cognitive levels yet test
or assess learning at a higher level. It is
important to match objectives and
assessment. If an objective is written
correctly, the instructional strategy and
assessment of learning outcomes will
already be determined. A little extra work
at this step will save time later in the design
and delivery stages of instruction. We will
now move to the affective domain.
Affective Domain
The affective domain presents more
challenges in terms of writing objectives
and measuring outcomes. How do you
determine if there is a change in feelings or
attitudes? Nonetheless, just by having
learners attend and participate, you are
working within this domain of learning. The
affective domain has five levels from simply
receiving phenomena to internalizing values
(Table 2).

Table 2.
Affective Domain Levels and Verbs (Krathwohl, Bloom, & Masia, 1964).
RECEIVING RESPONDING VALUING ORGANIZING CHARACTERIZING
Willingness to Active Worth or value the learner Building a consistent Internalize values; value system
attend; participation; attaches to an object or value system, is pervasive, consistent,
awareness attends and phenomenon, from simple resolving conflicts; predictable, and characteristic
reacts acceptance to commitment prioritizing values of the learner; life style
ask answer complete adhere act
choose assist demonstrate alter discriminate
describe aids differentiate arrange display
follow discuss explain combine influence
give greet form compare listen
hold help initiate defend perform
identify label invite explain practice
locate perform join generalize qualify
name practice justify integrate question
select present propose modify revise
use read report organize serve
view select share relate solve
watch write work synthesize verify

Once a learner moves into the
higher levels they are beginning to
internalize a set of specified values,
expressed by the learner’s overt behavior.
Once again, the sample action verbs were
repeated in different levels and were also
present in the cognitive domain. The
difference is in the context of the learning
environment—the audience, the content,
and the primary domain where the learner
and instructor would like to see change or
improvement as a result of instruction.
Affective domain objectives are
often difficult to measure. Mager (1997)
cautions that if the objective does not
include a performance, then it is not an
objective. Statements about the affective
domain are often statements of inference,
not performance. They may be predictions
about future behavior that can be
determined through evidence of what
people say and do. Therefore, instructors
should develop affective objectives that will
satisfy the intent through a description or
observation of the performance (Mager,
1997).
Psychomotor Domain
When I think about the
psychomotor domain, I think of Mikhail
Baryshnikov. I had the opportunity to see
Twila Thorpe and Mikhail Baryshnikov
perform on the stage (before he was
Carrie’s love interest on HBO’s Sex in the
City). What fluid motion! That is a highest
level of psychomotor performance! As
instructors in distance education, the skills
we teach may not require origination to
that extent, but some of the work in virtual
reality and simulation do require significant
psychomotor skill to accomplish a task.
There are eight levels in the psychomotor
domain (Table 3). Notice that the action
verb provided for mechanism and complex
overt response are the same. Instructional
objectives will include adverbs or adjectives
that will indicate that the performance is
quicker, better, more accurate, etc. Think
of the psychomotor domain in terms of
what a person can do. Using a keyboard,
calibrating an instrument, and adjusting a
thermostat are some examples. In distance
education we struggle with teaching
“hands-on” skills that are normally taught in
a laboratory setting. As instructors and
instructional designers, we must remember
that many learners need the tactile or
psychomotor component to be successful.
Asking learners to type their responses
engages three different parts of the brain
and all three domains of learning!
For instructional objectives to be
effective, they must be clearly written and
provided to the learners. Subsequent
instructional sequences (events) and
activities should be focused on helping
learners achieve the stated objectives.
Instruction and assessment of learner
outcomes should also be focused on
helping learners achieve the goals and
objectives of the course or program.
Objectives are useful for providing a sound
basis for selecting instructional materials
and delivery strategies, developing and
negotiating measurable results and
outcomes, and for communicating the focus
of the course or program to the learner
(Mager, 1997). A good instructional
objective is functional, definite, attainable,
measured, and accepted by the learners.
Writing Instructional Objectives
After considering the domain and
level of instruction, it is time to actually
write the instructional objective. I like to
think of instructional objectives like a
vehicle that helps deliver the learner from
where they are to where they need to be!
With that analogy in mind, consider that the
vehicle has four wheels, representing four
components (the abcd’s of objective
writing): audience, behavior, condition, and
degree. Who is this objective for? What
will be measured? What are the conditions
of the performance? What are the criteria
or standards of performance? It may be
like learning your ABCs, but it is an easy as
1, 2, 3! Follow these three steps to
formulate your instructional objective
statements.
Table 3.
Psychomotor Domain Levels and Verbs (Harrow, 1972)

COMPLEX
GUIDED OVERT
PERCEPTION SET RESPONSE MECHANISM RESPONSE ADAPTION ORGINATION
Sense Readiness Imitation; Do alone in Do without Do in a
organs guide to take trial & less time error; different
motor action error without skillful way; skills
activity describing performan are well Do in a new
the steps; ce of motor developed way; create
responses acts that and can be new movement
become involve modified to pattern to fit a
habitual; complex fit special particular
move with movement requirements situation or
some patterns; problem; highly
confidence performing developed skills
and without
proficiency hesitation;
quick,
accurate,
and highly
coordinate
d
performan
ce
choose begin copy assemble assemble adapt arrange
describe display trace calibrate calibrate alter build
detect explain follow construct construct change combine
differentiate move react dismantle dismantle rearrange compose
draw proceed reproduce display display reorganize construct
feel react respond fasten fasten revise create
identify show watch fix fix vary design
isolate state grind grind initiate
relate volunteer heat heat make
select manipulate manipulate originate
measure measure
mix mix
sketch sketch
Step 1: Once the audience is defined, there
is really no need to include it in the
objective statement. That leaves the other
three components. For learner-centered
instruction, we like to use the term
observable action rather than behavior.
Poor
Example To Know
To Understand
To Appreciate
To Believe
To Enjoy
To Grasp
If there are several actions in the objective
statement, it will be unclear and difficult to
determine if the objective has been met, so
break it down into one or more objectives
(often called enabling objectives) to support
the primary instructional objective.
Step 2: Now think about the condition of
the performance. What does the learner
need in terms of instructional materials or
activities to accomplish the observable
action? This part of the statement
identifies resources, procedures, materials,
aids, tools, etc. to perform the task. The
conditions can appear in any part of the
objective statement and typically are
expressed with a prepositional phase such
as “after viewing a streaming video” or
“without using the textbook.”
Step 3: How well should the learner be able
to perform this task given these conditions?
This part of the instructional objective
states the level of acceptable performance
with quantity, quality, and time.
Sometimes the assumption is made by the
language that the learner must perform
perfectly. For example, think back to our
Verbs are your actions, so refer back to the
tables within the three domains and
determine the verb that best describes
what the learners will do. Each objective
should only have one action verb and it
should be specific, not vague.
Better
To Write
To Recite
To Compare
To Describe
To Construct
To Solve
example at the beginning of the chapter for
geometry. Given a scalene triangle
(condition), students will be able to prove
(observable action) that the sum of the
measures of the angles of a triangle is 180.
Because this problem has one correct
answer, then the learner either knows it or
they do not. With adult audiences and
more complex, higher-order thinking, there
probably is not one “right” answer. How
should competence of this type of material
be measured? Through the use of
authentic forms of assessment, the learner
and instructor can determine the definition
of “success” to enhance individualized
lesson sequences or learner contracts. The
use of grading or assessment rubrics for
papers, projects, and portfolios are
examples which would require such
negotiation (to be discussed in Chapter 9).
Defining “good” work from “poor” work
requires assessment skills to ensure that
materials are judged fairly in cases where
grades are given or employees are required
to demonstrate skill sets for job
performance.
Here is an example. See if you can pick out the three parts of the instructional objective
statement: Readers of this textbook will be able to write an instructional objective using the
three steps and observable actions from the text and tables provided.
Audience Readers of the textbook (see why it’s not necessary to include—it’s redundant)
Behavior Step One: Observable Action Verb = Write
Condition Step Two: Condition = Using the steps and observable actions in this chapter
Degree Step Three: Tricky? Degree or criteria = An (one)

Now you try one:

Audience:

Domain of Learning: Cognitive, Affective, Psychomotor

Observable Action (Behavior): Level:

Condition(s):

Degree/Criteria:

Complete Statement:

Conclusions
A clearly stated instructional
objective has precise language that is
measurable by the instructor and learner.
Once the instructional objective is written,
steps for designing instructional sequences
and materials, and determining the
appropriate delivery strategies will likely
follow. If you consider the domains of
learning and level within that domain and
then follow the steps outlined in this
chapter, you will be able to begin the first
and most critical dimension of the
instructional design process. Our next
chapter will examine Gagné’s Nine Events
of Instruction and how to gain attention
and stimulate motivation with your
learners.
References
Bloom, B. & Krathwohl, D. (1956).
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The classification of educational
goals, by a committee of college and
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Brahier, D. (2000). Teaching secondary and
middle school mathematics. Boston:
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Graham, A. R. (1982). Obtaining maximum
benefits from laboratory instruction.
Frontiers in Education Conference
Proceedings, IEEE, 1982, 148-151.
 Harrow, A. (1972). A taxonomy of the
psychomotor domain. A guide for
developing behavioral objectives.
New York: McKay.
Holmberg, R. G., Bakshi, T. S. (1982).
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education. Distance Education, 3(2),
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Krathwohl, D., Bloom, B., & Masia, B.
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objectives: A critical tool in the
development of effective instruction.
Atlanta, GA: Center for Effective
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