This presentation discusses learning objectives and their role in education. It begins by noting that learning objectives aim to produce students who have mastered important concepts. While some scholars question the need for objectives, this presentation will explore their proper form and function. Specifically, it will discuss how to write objectives that focus on observable student behaviors and outcomes, rather than just content or teacher actions. Examples are provided to illustrate how to write objectives with a clear action and intent statement. The presentation aims to dispel myths about objectives and provide guidance for writing effective objectives.

1. This presentation was developed for the
exclusive use of students enrolled in:
Educational Testing & Grading,
Professor Gregory E. Stone.
© 2004 Gregory E. Stone. All rights reserved. This presentation may not be
reproduced in any form, in part or as a whole, without the express written permission
of the author.

2. Learning Objectives
What do teachers produce?

3. Our Product?
Children who have mastered
the conceptions we believe are
most important.

4. Do we need them?
Many of today’s scholars
believe learning objectives
are unnecessary and restrict
the flow and creativity of
learning.

5. Let’s find out!
Today we’ll explore the
form and function of
purposeful learning
objectives.

6. Early Objectives
Behavioral:
A series of tasks. Master 1,
go on to 2. Master 2, go on
to 3 ….

7. Modern Objectives
Cognitive:
Focus on
Outcome,
Thought Process, &
Development

8. What is a concept?
An idea.
A theoretical construct.
A field of study.
A talent.
A skill.

9. Can we observe all
concepts?
Language Arts
Spells words correctly
Demonstrates reading skills
Are these concepts observable?

10. Spell correctly
Recite a word to a child and ask the
child to write the word.
We can SEE whether the child
has mastered spelling via a
single, direct observation.

11. Demonstrates
Reading Skills
What single, directly
observable task could the child
perform to demonstrate that
they have mastered this skill?

12. Domain (Learning Objective)
Not directly observable.
Multi-faceted.
“Global” in nature.
Theoretical.
Desirable.

13. DomainsSpecifics
What we want to produce are
children who can READ.
In order to suggest the child can
read, we review their
performances in areas we believe
are related.

14. DomainsSpecifics
Reading skills
Pronunciation
Comprehension
Spelling

15. DomainsSpecifics
Domain

16. DomainsSpecifics
Specifics
(inclusive)
Domain

17. DomainsSpecifics
Specifics
(representative)
Domain

18. Who is the focus?
The student!

19. A lesson plan
“Today the children will read
Clifford the Big Red Dog.”
Lesson plans are NOT
learning objectives.

20. A lesson plan
“Today the children will read
Clifford the Big Red Dog.”
Lesson plans help
teachers plan the day.

21. A lesson plan
“Children will increase reading
proficiency by reading Clifford”
Lesson plans focus on
our hopes & desires.

22. Learning Objectives:
Student Outcomes
Student Instructional
Performance Reference
+
ACTION INTENT

23. The “How”
Student
Performance
Skill
ACTION

24. The “What”
Instructional
Reference
Content INTENT

25. Examples:
ACTION INTENT
Demonstrates | reading skills.
Recognizes | appropriate use of
punctuation.

26. Examples:
ACTION INTENT
Demonstrates | reading skills.
Domain

27. Examples:
ACTION INTENT
Specific
Recognizes | appropriate use of
punctuation.

28. Action (Verb)
Helpful References
Appendix
How to Write and Use
Instructional Objectives
Norman Grunland

29. Five Principles
of functional objectives
1. Content is not an objective
 Students read age appropriate
works of fiction.
 Demonstrates reading skills.

30. Five Principles
of functional objectives
2. Focus on student behaviors.
 Teach student appropriate use
of hand tools.
 Distinguishes among types of
hammers.

31. Five Principles
of functional objectives
3. Teachers teach, students achieve
 Increase student awareness of
different artistic movements.
 Appreciates artwork.

32. Five Principles
of functional objectives
4. Objectives are unidimensional
Focus on ONE
concept at a time

33. Five Principles
of functional objectives
5. Preserve the hierarchy
Specific objectives should not
exceed the skill level presented
in the Domain.

34. Myths & Illusions
Writing objectives is an art
and a science. There is no
absolutely correct manner.
However, each must possess
an action and intent.

35. Myths & Illusions
“The student will …”
Largely unnecessary! But if
it feels good, go ahead!

36. Myths & Illusions
There is a correct outline form.
III. 1.0 A.
A. 1.1 1.
1. 1.1.1 a.

37. Practice! MAIN
DO
Every student should acquire
communication skills of
understanding, speaking,
reading and writing.

38. Practice! MAIN
DO
Demonstrate communication
skills.

39. IC
Practice! SPECIF
Understands the scientific
principle of gravity.

40. IC
Practice! SPECIF
Describes gravity
Defines gravity.
Uses gravity in problem solving.