- Northern State University

LEARNING OBJECTIVES

GUIDELINES

The following guidelines are provided to assist in the development of appropriate learning objectives for a proposed educational experience.

Step 1. Describe the information, skills, behaviors, or perspectives participants in the session will acquire through attendance and participation.

Step 2. Clearly identify the outcomes or actions participants can expect to demonstrate as a result of the educational experiences. See the action words below.

Step 3. Write the learning objectives that relate to these outcomes and that reflect the content of the session. Objectives describe the behavior of the learner, and:

are stated clearly

define or describe an action

are measurable, in terms of time, space, amount, and/or frequency.

MEASURABLE ACTION WORDS (EXAMPLES)

Create

Recognize	Prioritize	Analyze	Create	Discuss
Construct	Articulate	Describe	Apply	Assess
Evaluate	Identify	Develop	Define	List

EXAMPLES OF ALIGNING OBJECTIVES TO MEASUREMENT

Bloom’s Taxonomy of High Order Thinking Skills is useful for finding verbs to describe student outcomes that will meet QM standards.

Objective	Activities/Resources	Assessment
Students will master the college level vocabulary of environmental science	Textbook reading assignments in Environmental Science by Cunningham and Saigo (college level textbook) Chapters 1 and 2 Online practice quizzes #1 and #2 in WebCT Reading WebCT lecture notes Attending class lectures	Multiple choice exams #1 and #2 and the final exam, all of which test understanding of scientific vocabulary
Students will solve problems using verifiable mathematical proofs	Worksheets and problem solving activities Lectures demonstrating techniques Discussion board problem solving collaborations	Exam #2 with problem solving questions
Students will synthesize scientific information into an organized argument	Reading assignments from the textbook and scientific articles Discussions: in class or on bulletin board Lectures or online video clips demonstrating the process	Two short position papers Exam #4: essay test
Students will analyze an environmental issue from multiple perspectives and advocate for a solution supported by scientific evidence and logical thinking	Reading assignments from the textbook and scientific articles Classroom discussions Lectures demonstrating the process Practice writing assignments	Term Paper: Analytical research paper with grade based on: Quality of writing and sources Accuracy of information and evidence of comprehension Effectiveness of analysis Defense of argument
Students will classify organisms according to scientifically accepted standards	Hands-on lab activities: Exploration of specimens Identification of animals using taxonomic keys	Lab Exams #5 and #7: Specimen identification/ classification exams
Students will apply economic theories to real world problems	DDN class discussions Bulletin Board activities	Final Exam essay questions #3 and #5
Students will be able to evaluate the reliability, quality and category (primary, secondary, news) of published articles.	Lectures #2 and #3 Worksheet on Primary and secondary source identification Library database search activity	Quality of sources on which the research term paper is based.

BLOOM'S TAXONOMY

Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.

COMPETENCE	SKILLS DEMONSTRATED
Knowledge	• observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter • Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension	• understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group, infer causes • predict consequences • Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application	• use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge • Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis	• seeing patterns • organization of parts • recognition of hidden meanings • identification of components • Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis	• use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions • Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation	• compare and discriminate between ideas • assess value of theories, presentations • make choices based on reasoned argument • verify value of evidence • recognize subjectivity • Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

* From Benjamin S. Bloom Taxonomy of educational objectives.
Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson

ADDITIONAL RESOURCES

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