Learning Objectives are actionable statements that describe what learners will be able to do by the end of a course or module. They define the intended outcome, not the content or activities.
Why it matters#
Objectives drive everything downstream. They tell you what to teach, how to assess it, and whether the course worked. Without clear objectives, content sprawls, assessments measure the wrong things, and learners don’t know what’s expected of them. They’re also the starting point for backward design.
How to write them#
Follow this structure:
“By the end of this [course / module], learners will be able to [verb] [what] [to what standard].”
- 1. Choose a measurable verb from Bloom’s Taxonomy that matches the level of mastery you actually need.
- 2. Specify what the verb applies to — the skill, knowledge, or behaviour being targeted.
- 3. Include a standard where relevant — how well, under what conditions, or to what degree.
Examples:
- Explain the relationship between reinforcement and dog behaviour in their own words
- Apply positive reinforcement techniques during a live training session
- Evaluate a training scenario and identify which principles are being violated
Key facts#
- “Understand” and “be aware of” are not measurable. You can’t observe or assess understanding directly. Replace them with a verb that describes what understanding looks like in practice — explain, summarise, compare, demonstrate.
- Objectives describe outcomes, not activities. “Complete the quiz” is an activity. “Identify the correct safety procedure for X” is an outcome. The distinction matters because activities can change; the outcome should stay fixed.
- One objective per statement. Combining two outcomes into one objective (“identify and apply…”) makes it impossible to assess clearly. Split them.
- Objectives set learner expectations, not just designer ones. Share them at the start of every module. Learners who know what’s expected engage more deliberately with the content.
- The verb determines the assessment type. A remember-level verb calls for a recall quiz. An apply-level verb calls for a scenario or demonstration. Mismatching them is one of the most common assessment design errors.
When to use it#
- Before designing any content — write objectives first
- When reviewing a course — check whether every piece of content connects to an objective
- When scoping a project — objectives define the boundary of what the course covers