Guidelines for Writing Learning Objectives

The conference co-sponsors are applying for continuing education credits for all sessions of the conference. The accrediting body has strict learning objective requirements for awarding credits. The following guidelines are provided to assist in the development of appropriate learning objectives for a proposed educational experience.

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

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

• 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, and

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

  The level of objectives is directly related to the goal of the educational activity. Please select an action word from either of the three levels of objectives below when writing your learning objectives. Objectives should be concise, specific and should adequately define the level of your presentation. Avoid words like understand, learn, and know. They are not measurable because there is no product involved.

  • Level one (recall) focuses on knowledge and comprehension.

  • Level two is directed on interpreting the material presented.

  • Level three centers on problem solving. Generally speaking, knowledge and comprehension encompass the cognitive processes of remembering and explaining. Application and analysis involve using knowledge to find solutions or breaking a whole into component parts. Synthesis and evaluation involve the creation of a new whole or judgment ability.

  • For a measurable learning objective, start each objective with an action word. Sample measurable action words are listed below under the proper taxonomic level. Some verbs may be applicable within more than one category.

  Level 1: Recall	Level 1: Recall	Level 2: Intrepreta- tion	Level 2: Intrepreta- tion	Level 3: Problem- Solving	Level 3: Problem- Solving
  Knowledge	Comprehension	Application	Analysis	Synthesis	Evaluation
  Cite	Arrange	Adapt	Analyze	Arrange	Appraise
  Choose	Associate	Apply	Appraise	Assemble	Approve
  Define	Clarify	Catalogue	Audit	Build	Choose
  Label	Classify	Chart	Break down	Combine	Conclude
  List	Convert	Compute	Calculate	Compile	Confirm
  Locate	Describe	Consolidate	Categorize	Compose	Criticize
  Match	Diagram	Demonstrate	Certify	Conceive	Critique
  Name	Draw	Develop	Compare	Construct	Diagnose
  Recall	Discuss	Employ	Contrast	Create	Evaluate
  Recognize	Estimate	Extend	Correlate	Design	Judge
  Record	Explain	Extrapolate	Criticize	Devise	Justify
  Repeat	Express	Generalize	Deduce	Discover	Prioritize
  Select	Identify	Illustrate	Defend	Draft	Prove
  State	Locate	Infer	Diagram	Formulate	Rank
  Write	Outline	Interpolate	Differentiate	Generate	Rate
  	Paraphrase	Modify	Distinguish	Make	Recommend
  	Report	Manipulate	Discriminate	Integrate	Research
  	Restate	Order	Examine	Manage	Resolve
  	Review	Predict	Infer	Organize	Revise
  	Sort	Prepare	Inspect	Plan	Rule on
  	Summarize	Relate	Investigate	Predict	Select
  	Transfer	Sketch	Question	Prepare	Support
  	Translate	Submit	Reason	Propose	Validate
  		Tabulate	Separate	Reorder
  		Transcribe	Solve	Reorganize
  		Use	Survey	Set-up
  		Utilize	Test	Structure
  			Uncover	Synthesize
  			Verify

  (Adapted from the PACE guidelines for writing objectives).

  For additional information on writing learning objectives, please visit the following websites:

  A Clear Guide to Writing Objective Statements, available at http://www.glencoe.com/sec/teachingtoday/downloads/pdf/objective_statements.pdf

  A Quick Guide to Writing Learning Objectives, available at http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html