First Step in Course Planning:

Writing Effective Learning Objectives

Center for Learning & Development

Fall 2011 Faculty Teaching Workshop Series
Learning objectives
Upon completion of this workshop, the participant
will be able to:
1. Define learning objectives and provide examples
2. Distinguish learning objectives from other types
of outcomes
3. Explain the importance of learning objectives to
faculty, students, and other stakeholders
4. Identify the characteristics of well-written
learning objectives
5. Assess whether a learning objective is well
written
6. Write effective learning objectives
Before we get started…
 Think of the most important concept in your
course
 Write down two learning objectives you have
regarding that concept
Why do we need objectives?

Student
Taylor, J. , Simon, B., & Wolfman, S. (n.d.). Learning goals: What, why, how. Carl Wieman Science
Education Initiative at the University of British Columbia.
http://www.cwsei.ubc.ca/Files/LearnWeek_Oct08/LearnWeek_Symposium_combined_Oct08.pdf
Taylor, J. , Simon, B., & Wolfman, S. (n.d.). Learning goals: What, why, how. Carl Wieman Science
Education Initiative at the University of British Columbia.
http://www.cwsei.ubc.ca/Files/LearnWeek_Oct08/LearnWeek_Symposium_combined_Oct08.pdf
Why do we need objectives?

Student
Instructor
3 questions to ask when preparing for
a course:
 Where are we going? Goals & Objectives
 How will we know when we have arrived?
 How will we get there?

Evaluation
Learning Activities

Smith, P. & Ragan, T. (2004). Instructional Design, 3rd edition.

 Goals/
Objectives

Continuously
Align & Improve
Learning
Evaluation
Activities
Why do we need objectives?

Student
Instructor
Course director
Dean
Accrediting agency

http://cfmmodules.mc.duke.edu/curriculum/index.html
Goals or objectives?
1. Define primary, secondary, and tertiary care
2. Introduce key concepts in cell biology,
molecular biology, genetics, and
biochemistry
3. Provide students with the knowledge needed
to understand and explain osteopathic
principles in practice
4. Elicit and record a complete and accurate 24-
hour diet recall from a patient
Duke University Community and Family Medicine Faculty Development Module:
http://cfmmodules.mc.duke.edu/curriculum/index.html
Goals Objectives
 Introduce key concepts in cell  Define primary,
biology, molecular biology, secondary, and tertiary
genetics, and biochemistry care
 Provide students with the  Elicit and record a
knowledge needed to complete and accurate
24-hour diet recall from
understand and explain
a patient
osteopathic principles in
 Perform and accurately
practice
document the physical
 Understand how occupational examination of a patient
and environmental factors with an injured knee
impact the health of
individuals and communities
Duke University Community and Family Medicine Faculty Development Module:
http://cfmmodules.mc.duke.edu/curriculum/index.html
Goals vs. Objectives
Goals Objectives
Scope Broad Specific
Measurable Not directly, Yes
only through
objectives
Perspective Instructor Student
 Course

Goal Goal Goal Goal

Obj. Obj. Obj. Obj.

Obj. Obj. Obj. Obj.

Obj. Obj. Obj.

Obj.
Are they good objectives?
Objectives of the lecture
 Structure of the Amino Acids
 Primary and Secondary Structure of Proteins
 Tertiary and Quaternary Structure of Proteins
 Myoglobin and Hemoglobin: Structure and
Function
Are they good objectives?
 Write apaper based on readings
 Have a group discussion
Are they good objectives?
 Know the muscles of thigh, their nerve
supplies and functions
 Become familiar with common eye problems
 Understand Medicare and Medicaid
What are characteristics of a good
objective?
 Observable
 Measurable
 Achievable
 Clear & specific
 Alignment with expectations
 Don’t get
stuck at the
lowest level!
 UNTHSC School of Public Health rubrics on
learning objectives
Exceeds Expectations
Are measurable and/or
observable and are linked to
competencies addressed in the
course. Progress toward more
ambitious and rigorous higher
order thinking skills. Are
anchored by verbs describing
what the student will do to
provide evidence of mastery.
Are grounded in departmental
and/or school-wide
competencies.
Meets Expectations
Are measurable and/or
observable and are linked to
competencies addressed in
the course. Describe desired
behaviors that students will
perform to demonstrate
skill/concept mastery in the
course. Involve cognitive
challenge and higher-order
thinking skills.
Does Not Meet
Expectations
Are not measurable or
observable. Do not
describe behaviors that
students will perform in
order to demonstrate
higher order thinking. Is
the same as the
competencies
identified. May
describe content to be
covered rather than
student learning
outcomes.
Does not meet expectations …
Students who successfully complete this course will
be able to:
 Understand the historical foundations of the
national health programs
 Understand domestic health care issues, including:
 The evolution of health insurance
 Why health care is so expensive
 The social role of local health care providers
 Relationships among providers
 Discuss strategies for improving quality of health
interventions
Meet expectations …
Students who successfully complete this course will be able to:
 Describe the role of social and community factors in both the onset and
solutions of public health problems;
 Identify the causes of social and behavioral factors that affect health of
individuals and populations;
 Identify basic theories, concepts and models from a range of social and
behavioral disciplines that are used in public health research and
practice;
 Apply ethical principles to public health program planning,
implementation and evaluation;
 Specify multiple targets and levels of intervention for social and
behavioral science programs and/or policies;
 Apply evidence-based approaches in the development and evaluation of
social and behavioral science interventions;
 Organize relationships among critical stakeholders for the planning,
implementation and evaluation of public health programs, policies and
interventions; and evaluate public health programs, policies and
interventions to determine effectiveness.
Exceeds expectations …
Students who successfully complete this course will be able to:
 Describe the roles biostatistics serves in public health and biomedical research;
 Explain general principles of study design and its implications for valid inference when,
for example, identifying risk factors for disease, isolating targets for prevention, and
assessing the effectiveness of one or more interventions;
 Assess data sources and data quality for the purpose of selecting appropriate data for
specific research questions;
 Translate research objectives into clear, testable statistical hypotheses;
 Describe basic principles and the practical importance of key concepts from probability
and inference, inductive versus deductive reasoning, including random variation,
systematic error, sampling error, measurement error, hypothesis testing, type I and type
II errors, and confidence bounds;
 Apply numerical, tabular, and graphical descriptive techniques commonly used to
characterize and summarize public health data;
 Identify appropriate statistical methods to be applied in a given research setting, apply
these methods, and acknowledge the limitations of these methods;
 Differentiate between quantitative problems that can be addressed with standard,
commonly used statistical methods and those requiring input from a professional
biostatistician; and
 Evaluate computer output containing statistical procedures and graphics and interpret it
in a public health context.
 How to rewrite these objectives?
Know how to use t-tests and chi- Describe the assumptions underlying t-tests
square tests in data analysis and chi-square tests and use these tests to
statistically compare two samples
Understand how to measure the Define and calculate measures of
association between a given risk association between a given risk factor and
factor and a disease a disease
Basic strategies for assessing List, describe, and compare the advantages
environmental health hazards and disadvantages of the basic strategies
for assessing environmental health hazards
Know about Medicare and Compare and contrast Medicare and
Medicaid Medicaid with respect to political history,
governmental roles, client eligibility,
financing, benefits, and cost-sharing
Know the muscles of thigh, their Identify the muscles of the thigh; describe
nerve supplies and functions their actions and innervation (nerve
supply)
Source: Writing course learning objectives, University of Washington School of Public Health
http://sph.washington.edu/gateway/learning_objectives.asp
Back to your learning objectives
 Review your learning objectives using the
checklist
 Rewrite if necessary:
 One LOT objective
 One HOT objective
Practice tips
 Startfrom exams
 From LOT to HOT (use Bloom’s verbs as
guideline)
 Incorporate knowledge, skills, and attitude
objectives
 Contact
Kun Huang, PhD
Instructional Designer
Center for Learning & Development
Kun.Huang@unthsc.edu
817-735-2941