Writing Instructional Objectives

Kim E. Dooley, James R. Lindner, & Larry M. Dooley

One of the first considerations after determining the needs of the audience and the content to be delivered is to formulate instructional objectives. Instructional objectives are written by the instructor to guide the design process, with consideration of delivery strategies and principles of adult learning. Often these objectives will be negotiated with the learner so that it will meet their individual needs (e.g. learning contracts). Keeping in mind that learners have diverse learning needs and preferences, it is important to understand the three major domains of learning: cognitive, affective, and psychomotor. There are also guideposts to ensure that the instructional objectives are written so that they measure the intended outcomes. How do you write instructional objectives that are specific and measurable? Why is this important?

Introduction Effective instruction begins with the

establishment of instructional goals and objectives (Brahier, 2000). Goals describe learner outcomes expected upon completion of a course or instructional unit. Instructional goals should be general, observable, and challenging. To develop a greater appreciation for using geometry to solve real-word problems is an example of an instructional goal. Instructional goals should be directly related to the content being taught and the competencies being developed (Newcomb, McKracken, Warmbrod, & Whittington, 2004).

Many instructors confuse the terms instructional goals and objectives, believing them to be synonymous. They are not. An instructional objective is a statement describing a proposed “change” of what the learner can do when (s)he has successfully completed a learning experience.

Objectives should be Specific, Measurable, Attainable, Relevant, and Timed (SMART). Objectives are specific or precise so that the instructor and learner can determine whether or not the objective has been met. If the objective is measurable, the instructor should be able to observe the action or change and thus provide feedback for improvement if needed (Mager, 1997). When writing objectives, instructors make decisions about the content and establish parameters to help define and limit the content (Newcomb, McKracken, Warmbrod, & Whittington, 2004). Given a scalene triangle, students will be able to prove that the sum of the measures of the angles of a triangle is 180 is an example of an instructional objective. Goals are general; objectives are specific.

Domains of Learning Instructional objectives can be

classified into three domains of learning: cognitive (Bloom & Krathwohl, 1956), affective (Krathwohl, Bloom, & Masia, 1964), or psychomotor (Harrow, 1972). Instructional objectives are written for the cognitive domain when there is a lack of knowledge. Cognitive objectives are for mental skills and abilities; the acquisition of information and concepts related to the course content. The affective domain considers feelings and emotions (attitudinal change) as a result of the educational experience. Affective objectives are written when there is a lack of desire to help foster certain values, attitudes and preferences. The psychomotor domain requires competence in the performance of procedures, operations, methods, and techniques (skills). Psychomotor objectives include physical movement, coordination, and use of motor-skill areas like being proficient on the computer keyboard. Development of these skills requires practice and is often measured in terms of speed, precision, or distance. Objectives are written with a specific domain in mind, but obviously there are overlaps because we cannot isolate knowledge, attitudes, and skills as information is processed in the brain.

Each of these domains has a hierarchy, or levels from simplest to complex. We will describe these levels for each domain with examples of observable action verbs that serve as the catalyst for objective writing.

Cognitive Domain When first writing instructional

objectives, it is important to determine the primary domain that describes what the learner will “do” as a result of the instruction. If the learner lacks knowledge, then the cognitive domain will be your choice. Then, it is imperative to think about “how” the learner will do this. How difficult is the concept? Does it require knowledge related to previous instruction that would require scaffolding or applying other concepts? Does it require higher order, critical, or creative thinking?

This is the part when I get out the taxonomy created by Bloom and Krathwohl (1956) and choose the level and verbs that best describe what I want the learners to be able to do (Table 1). Knowledge is the simplest learning process and Evaluation the most complex. In other words, a learner must have some basic understanding before they can process more complex information. Several action verbs are repeated in more than one level, but the context or description surrounding the objective statement should clarify the level to which it belongs. We will describe this in the objective writing section later. The first three levels (knowledge, comprehension, and application) are considered lower level thinking, and the last three (analysis, synthesis, and evaluation) are higher order thinking, sometimes referred to as HOTS (higher-order thinking skills). See Table 1.

Table 1. Cognitive Domain Levels and Verbs (Bloom & Krathwohl, 1956)

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Learn specific facts, ideas, vocabulary and reiterate in similar form

Communicate knowledge and interpret previous learning

Use learned knowledge and interpret previous situation

Break down an idea into its parts and perceive the interrelationship

Use elements in new patterns & relationships

Makes decisions or judgments based on chosen criteria of standards

choose calculate adapt analyze alter accept

collect categorize apply appraise change appraise

copy change assemble arrange combine argue

define classify build break down compose assess

describe communicate calculate categorize construct challenge

discover define compute classify create choose

experiment describe construct compare depict classify

find discuss demonstrate contrast design criticize

identify distinguish develop decipher develop critique

indicate expand discover deduce devise debate

label generalize discuss determine estimate decide

list illustrate dramatize diagram expand defend position

locate in your own words draw differentiate forecast determine

mark infer experiment discuss causes form a new… discuss

match inform formulate dissect generate document

name interpret gather distinguish hypothesize draw conclusions

narrate name alternatives illustrate examine imagine editorialize

observe outline make experiment incorporate establish

produce paraphrase make use of explain infer evaluate

provide rearrange manipulate generalize integrate hypothesize

read reconstruct operate group invent interpret

recall relate organize illustrate modify judge

recite restate practice infer organize justify

recognize retell prepare investigate plan prioritize

record reword put into action model predict rank

relate rewrite relate modify produce rate

repeat select report use order relate recommend

report summarize revise outline simplify refute

select tell the meaning of search predict synthesize reject

sort translate show question speculate

spell verbalize solve reason why test

state write survey relate value

tell tell separate verify

underline try sequence

write utilize solve

specify

subdivide

Objectives are more easily written for “lower order” cognitive skills. Instructional objectives should be written such that all levels of knowledge are addressed. Instructors often write objectives at lower cognitive levels yet test or assess learning at a higher level. It is important to match objectives and assessment. If an objective is written correctly, the instructional strategy and assessment of learning outcomes will already be determined. A little extra work at this step will save time later in the design

and delivery stages of instruction. We will now move to the affective domain. Affective Domain

The affective domain presents more challenges in terms of writing objectives and measuring outcomes. How do you determine if there is a change in feelings or attitudes? Nonetheless, just by having learners attend and participate, you are working within this domain of learning. The affective domain has five levels from simply receiving phenomena to internalizing values (Table 2).

Table 2. Affective Domain Levels and Verbs (Krathwohl, Bloom, & Masia, 1964).

RECEIVING RESPONDING VALUING ORGANIZING CHARACTERIZING Willingness to attend; awareness

Active participation; attends and reacts

Worth or value the learner attaches to an object or phenomenon, from simple acceptance to commitment

Building a consistent value system, resolving conflicts; prioritizing values

Internalize values; value system is pervasive, consistent, predictable, and characteristic of the learner; life style

ask answer complete adhere act

choose assist demonstrate alter discriminate

describe aids differentiate arrange display

follow discuss explain combine influence

give greet form compare listen

hold help initiate defend perform

identify label invite explain practice

locate perform join generalize qualify

name practice justify integrate question

select present propose modify revise

use read report organize serve

view select share relate solve

watch write work synthesize verify

Once a learner moves into the

higher levels they are beginning to internalize a set of specified values, expressed by the learner’s overt behavior. Once again, the sample action verbs were repeated in different levels and were also present in the cognitive domain. The difference is in the context of the learning environment—the audience, the content, and the primary domain where the learner

and instructor would like to see change or improvement as a result of instruction.

Affective domain objectives are often difficult to measure. Mager (1997) cautions that if the objective does not include a performance, then it is not an objective. Statements about the affective domain are often statements of inference, not performance. They may be predictions about future behavior that can be

determined through evidence of what people say and do. Therefore, instructors should develop affective objectives that will satisfy the intent through a description or observation of the performance (Mager, 1997). Psychomotor Domain

When I think about the psychomotor domain, I think of Mikhail Baryshnikov. I had the opportunity to see Twila Thorpe and Mikhail Baryshnikov perform on the stage (before he was Carrie’s love interest on HBO’s Sex in the City). What fluid motion! That is a highest level of psychomotor performance! As instructors in distance education, the skills we teach may not require origination to that extent, but some of the work in virtual reality and simulation do require significant psychomotor skill to accomplish a task. There are eight levels in the psychomotor domain (Table 3). Notice that the action verb provided for mechanism and complex overt response are the same. Instructional objectives will include adverbs or adjectives that will indicate that the performance is quicker, better, more accurate, etc. Think of the psychomotor domain in terms of what a person can do. Using a keyboard, calibrating an instrument, and adjusting a thermostat are some examples. In distance education we struggle with teaching “hands-on” skills that are normally taught in a laboratory setting. As instructors and instructional designers, we must remember that many learners need the tactile or psychomotor component to be successful. Asking learners to type their responses engages three different parts of the brain and all three domains of learning!

For instructional objectives to be effective, they must be clearly written and provided to the learners. Subsequent instructional sequences (events) and activities should be focused on helping learners achieve the stated objectives. Instruction and assessment of learner outcomes should also be focused on helping learners achieve the goals and objectives of the course or program. Objectives are useful for providing a sound basis for selecting instructional materials and delivery strategies, developing and negotiating measurable results and outcomes, and for communicating the focus of the course or program to the learner (Mager, 1997). A good instructional objective is functional, definite, attainable, measured, and accepted by the learners.

Writing Instructional Objectives

After considering the domain and level of instruction, it is time to actually write the instructional objective. I like to think of instructional objectives like a vehicle that helps deliver the learner from where they are to where they need to be! With that analogy in mind, consider that the vehicle has four wheels, representing four components (the abcd’s of objective writing): audience, behavior, condition, and degree. Who is this objective for? What will be measured? What are the conditions of the performance? What are the criteria or standards of performance? It may be like learning your ABCs, but it is an easy as 1, 2, 3! Follow these three steps to formulate your instructional objective statements.

Table 3. Psychomotor Domain Levels and Verbs (Harrow, 1972)

PERCEPTION SET GUIDED RESPONSE MECHANISM

COMPLEX OVERT RESPONSE ADAPTION

ORGINATION

Sense organs guide motor activity

Readiness to take action

Imitation; trial & error

Do alone in less time without describing the steps; responses become habitual; move with some confidence and proficiency

Do without error; skillful performance of motor acts that involve complex movement patterns; performing without hesitation; quick, accurate, and highly coordinated performance

Do in a different way; skills are well developed and can be modified to fit special requirements

Do in a new way; create new movement pattern to fit a particular situation or problem; highly developed skills

choose begin copy assemble assemble adapt arrange describe display trace calibrate calibrate alter build detect explain follow construct construct change combine differentiate move react dismantle dismantle rearrange compose draw proceed reproduce display display reorganize construct feel react respond fasten fasten revise create identify show watch fix fix vary design isolate state grind grind initiate relate volunteer heat heat make select manipulate manipulate originate measure measure mix mix sketch sketch

Step 1: Once the audience is defined, there is really no need to include it in the objective statement. That leaves the other three components. For learner-centered instruction, we like to use the term observable action rather than behavior.

Verbs are your actions, so refer back to the tables within the three domains and determine the verb that best describes what the learners will do. Each objective should only have one action verb and it should be specific, not vague.

Poor Better Example To Know

To Understand To Appreciate To Believe To Enjoy To Grasp

To Write To Recite To Compare To Describe To Construct To Solve

If there are several actions in the objective statement, it will be unclear and difficult to determine if the objective has been met, so break it down into one or more objectives (often called enabling objectives) to support the primary instructional objective. Step 2: Now think about the condition of the performance. What does the learner need in terms of instructional materials or activities to accomplish the observable action? This part of the statement identifies resources, procedures, materials, aids, tools, etc. to perform the task. The conditions can appear in any part of the objective statement and typically are expressed with a prepositional phase such as “after viewing a streaming video” or “without using the textbook.” Step 3: How well should the learner be able to perform this task given these conditions? This part of the instructional objective states the level of acceptable performance with quantity, quality, and time. Sometimes the assumption is made by the language that the learner must perform perfectly. For example, think back to our

example at the beginning of the chapter for geometry. Given a scalene triangle (condition), students will be able to prove (observable action) that the sum of the measures of the angles of a triangle is 180. Because this problem has one correct answer, then the learner either knows it or they do not. With adult audiences and more complex, higher-order thinking, there probably is not one “right” answer. How should competence of this type of material be measured? Through the use of authentic forms of assessment, the learner and instructor can determine the definition of “success” to enhance individualized lesson sequences or learner contracts. The use of grading or assessment rubrics for papers, projects, and portfolios are examples which would require such negotiation (to be discussed in Chapter 9). Defining “good” work from “poor” work requires assessment skills to ensure that materials are judged fairly in cases where grades are given or employees are required to demonstrate skill sets for job performance.

Here is an example. See if you can pick out the three parts of the instructional objective statement: Readers of this textbook will be able to write an instructional objective using the three steps and observable actions from the text and tables provided. Audience Readers of the textbook (see why it’s not necessary to include—it’s redundant) Behavior Step One: Observable Action Verb = Write Condition Step Two: Condition = Using the steps and observable actions in this chapter Degree Step Three: Tricky? Degree or criteria = An (one) Now you try one: Audience: Domain of Learning: Cognitive, Affective, Psychomotor Observable Action (Behavior): Level: Condition(s): Degree/Criteria: Complete Statement:

Conclusions A clearly stated instructional

objective has precise language that is measurable by the instructor and learner. Once the instructional objective is written, steps for designing instructional sequences and materials, and determining the appropriate delivery strategies will likely follow. If you consider the domains of learning and level within that domain and then follow the steps outlined in this chapter, you will be able to begin the first and most critical dimension of the instructional design process. Our next chapter will examine Gagné’s Nine Events of Instruction and how to gain attention and stimulate motivation with your learners.

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