Learning objectives and outcomes are the backbone of effective course design and teaching.
Well-defined objectives and outcomes help instructors:
- Plan appropriate teaching strategies, materials, and assessments.
- Clearly communicate course goals and expectations to students.
- Evaluate the curriculum and make updates to improve student learning.
Well-defined objectives and outcomes help students:
- Anticipate what they will gain from the overall course experience.
- Track their progress and know where they stand throughout the course.
- Recognize in advance how their learning will be measured and assessed.
Objectives and outcomes are meaningful when written in a student-centered and measurable manner because they reflect student performance.
To learn how to write meaningful objectives and outcomes, click each tab below.
Objectives
Objectives define the broad goals of your course and the skills you intend students to gain from the learning experience. When mapping out objectives for a course, ask yourself the following questions:
- What will students gain by taking this course?
- What do I want students to know?
- What do I want students to care about and reflect on?
A practical approach to writing objectives is to use the phrase, "During this course, students will..." followed by the actionable goal.
Example
During this course, students will:
- Analyze the impact of global climate change on the environment and human society.
- Recognize human activities that contribute to climate change.
- Consider an environmental action that responds to climate change in their community.
Explore additional samples of objectives broken down by UCLA Extension departments.
Outcomes
While objectives define your broad course goals, outcomes provide students with specific and measurable ways in which they can meet those goals. As you craft outcomes for your course, ask yourself the following questions:
- What do I want my students to do?
- How might my students demonstrate their understanding?
- What knowledge, skills, or abilities should my students demonstrate?
A practical approach to writing outcomes is to use the phrase, "By the end of this course, students should be able to..." and include the following three components:
- Use an action verb that describes what students demonstrate or accomplish.
- Share the context in which they will perform the behavior.
- State the standard for which their performance will be measured.
Example
By the end of this course, students should be able to:
- Draft an argumentative research paper that demonstrates a command of research methods, grammar, and APA style.
- Draft [action verb] an argumentative research paper [context] that demonstrates a command of research methods, grammar, and APA style [standard].
Explore additional samples of outcomes broken down by UCLA Extension departments.
Choosing the Best Action Verb
When creating outcomes, the action verbs you use should reflect the level of learning you want your students to attain. Avoid using vague and passive verbs like "understand" and "know." Instead, describe specific ways in which your students can show you that they understand.
Bloom's Revised Taxonomy
Bloom's Revised Taxonomy identifies action verbs associated with six levels of learning. Use the following chart as a guide when writing measurable outcomes.
| Level | Learning | Description | Action Verbs |
|---|---|---|---|
| 1 |
Remember |
Recall facts and basic concepts | cite, define, duplicate, find, label, list, match, memorize, name, order, recall, recite, recognize, relate, repeat, reproduce, select, state, tabulate |
| 2 |
Understand |
Explain ideas or concepts | arrange, associate, classify, describe, discuss, explain, express, identify, indicate, locate, match, paraphrase, recognize, report, restate, review, sort, summarize, translate |
| 3 |
Apply |
Use knowledge gained in new and concrete situations | adapt, apply, choose, compute, demonstrate, employ, establish, examine, illustrate, implement, modify, operate, order, practice, predict, prepare, produce, schedule, sketch, solve, use, write |
| 4 |
Analyze |
Break information into parts to explore relationships between ideas | analyze, appraise, determine, calculate, categorize, classify, compare, contrast, critique, dissect, differentiate, distinguish, examine, experiment, inspect, question, research, solve, test |
| 5 |
Evaluate |
Justify a position or decision by making judgments about information | argue, assess, compare, debate, defend, estimate, evaluate, formulate, hypothesize, integrate, judge, justify, predict, prioritize, propose, recommend, rate, support, synthesize, value |
| 6 |
Create |
Produce a new idea or original work | adapt, collaborate, combine, communicate, compose, construct, create, design, develop, facilitate, formulate, generate, model, organize, perform, prepare, produce, revise, structure, write |
Chart adapted from Krathwhol's A Revision of Bloom's Taxonomy and UNMC's Bloom's Taxonomy of Learning Objectives.
Tip: Align Your Course Goals
When crafting learning objectives and outcomes for your course, consider their alignment to larger program requirements and goals. Follow the steps below:
- Start with the course description provided by your Department. It identifies the purpose of the course in context of the academic program and larger field of study. It also describes key topics and major student learning activities that should be covered.
- Using the course description as a guide, develop your broad course goals or learning objectives. Define the skills that students will gain from the learning experience.
- For each course goal or objective, create measurable learning outcomes that specify ways in which students will meet those goals.
- Once you've identified your course goals and learning outcomes, you can plan course materials, activities, and assessments by which your students will demonstrate proficiency in achieving the goals established for your course.