Writing Course Objectives

A Guide for Quality Matters Reviews at Columbia Gorge Community College

Using material developed by Matthew Acevedo, M.A., Florida International University

Introduction and Overview

Quality Matter Standards:

• 2.1 The course learning objectives describe outcomes that are measurable.

• 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent

with the course-level objectives.

• 2.3 All learning objectives are stated clearly and written from the students’ perspective.

What are good learning objectives?

A sound learning objective is an intent communicated by a statement describing a proposed change in a

learner leading to a pattern of behavior that is observable and measureable.

In other words, what can a learner do after his or her time with you that he or she couldn’t do before?

Good objectives should:

• Give the learner clear expectations of the course/unit.

• Inform the selection of instructional materials and the instructional strategy.

• Mirror the assessment strategy.

Forbidden terms

Here are some “forbidden” terms below to assist you in creating measurable objectives: understand,

learn, know, become acquainted with, realize, recognize, internalize, appreciate, believe.

Terminal and Enabling Objectives

Two terms that are helpful to think about are terminal and enabling objectives.

Terminal objective=course objective (QM standard 2.1):

What students should be able to do when the course is done.

Enabling objective=module/unit objective (QM standard 2.2):

What students need to be able to do during the course to achieve the terminal objectives (subordinate

to the terminal objective).

The Peanut Butter and Jelly Example:

Here is an example of a bad learning objective:

Upon completion of this course, students will be able to understand the basics of peanut butter

and jelly sandwiches.

Here are examples of a good terminal learning objectives:

Upon completion of this course, students will be able to:

– Select appropriate ingredients for a peanut butter and jelly sandwich.

– Assemble a peanut butter and jelly sandwich.

– Consume a peanut butter and jelly sandwich.

– Properly dispose of sandwich remains.

If we take the first terminal objective, select appropriate ingredients for a peanut butter and jelly

sandwich, we can break it down into module and pre-requisite skills.

Self-check questions

Do you need to work on your course level objective? Ask yourself:

What can students do, after taking your course, that they couldn’t do before?

Do you need to work on module objectives? Ask yourself:

What must students be able to do before accomplishing the course objectives?

This gives you your subordinate (module-level) objectives.

Be sure to differentiate between subordinate objectives and entry-skills.

Do you have objectives that are immeasurable, vague or “fuzzy”? Ask yourself:

How are you planning on assessing this objective?

Multiple choice: define, identify

Fill-in-the-blank: recall, name, recite

Essay: [prompt] = objectives

Project: [final product] = objectives

Are you stuck? Ask yourself:

Your student is going to work at an entry-level job in the area of this course. What is he/she

going to do at work? What earns him/her a paycheck?”

This will hopefully, at the least, giving you a jumping-off point.