Learning Objectives

Characteristics

The following is an example of a typical learning objective in the subject matter area of mathematics:

Learning objectives share the following characteristics:

• 1.
  Learning objectives are designed for use in one lesson and are not to be viewed as broad goals, according to Robert Mager, one of the first advocates of learning objectives in education.
• 2.
  Learning objectives are not written for the teacher but for the student. Learning objectives do not describe teaching methods or media used in the lesson.
• 3.
  Learning objectives do not present information about the content of the lesson.
• 4.
  A learning objective has a number of critical components, and only an individual who has a good understanding of a lesson can write an effective learning objective.

ABCD Mnemonic

A convenient way to remember each part of a learning objective is to use the ABCD mnemonic.

A is for audience. When one reflects on this aspect, one should address the following questions: Who will use the objective? Do the students have the prerequisite knowledge needed to complete the lesson? Are the students ready developmentally for the material? In other words, the instructional designer must know how the lesson fits within the curriculum and the learner's capabilities.

B is for behavior. When considering this aspect, one addresses the following questions: What will the student be able to do once he or she has successfully completed the lesson? What should one expect to observe? The heretofore-mentioned learning objective for mathematical content avoids language such as “understands multiplication” or “knows multiplication,” because such phrases are ambiguous. “Know” and “understand” describe mental states that cannot be observed, and consequently, it will be difficult for the student to determine what constitutes mastery performance. An advocate, such as Mager, of learning objectives stated in behavioral terms, would recommend that terms in a learning objective that describe mental states be replaced with language that describes observable behaviors. The prior learning objective in arithmetic should provide a precise definition of the type of problem that the student is expected to solve.

C is for conditions. This aspect of the learning objective relates to the context of the student's evaluation. In the earlier example of a learning objective in arithmetic, the student is required to solve the problems in 30 minutes without assistance. The “conditions” portion of the learning objective allows the student to gauge how difficult the evaluation will be and should influence how the student approaches the lesson.

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