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. 2022 Sep;21(3):fe3.
doi: 10.1187/cbe.22-04-0073.

Writing and Using Learning Objectives

Rebecca B Orr  1 , Melissa M Csikari  2 , Scott Freeman  3 , Michael C Rodriguez  4
Affiliations

Writing and Using Learning Objectives

Rebecca B Orr et al. CBE Life Sci Educ. 2022 Sep.

Abstract

Learning objectives (LOs) are used to communicate the purpose of instruction. Done well, they convey the expectations that the instructor-and by extension, the academic field-has in terms of what students should know and be able to do after completing a course of study. As a result, they help students better understand course activities and increase student performance on assessments. LOs also serve as the foundation of course design, as they help structure classroom practices and define the focus of assessments. Understanding the research can improve and refine instructor and student use of LOs. This essay describes an online, evidence-based teaching guide published by CBE-Life Sciences Education (LSE) at http://lse.ascb.org/learning-objectives. The guide contains condensed summaries of key research findings organized by recommendations for writing and using LOs, summaries of and links to research articles and other resources, and actionable advice in the form of a checklist for instructors. In addition to describing key features of the guide, we also identify areas that warrant further empirical studies.

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Figures

FIGURE 1.
FIGURE 1.
LO guide landing page, which provides readers with an overview of choice points.
FIGURE 2.
FIGURE 2.
Screenshots representing summaries of and links to selected papers.
FIGURE 3.
FIGURE 3.
Components of an LO.
FIGURE 4.
FIGURE 4.
Components of integrated course design (after Fink, 2003).
See this image and copyright information in PMC

References

    1. Anderson, L. W., Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed.). New York, NY: Longman.
    1. Armbruster, P., Patel, M., Johnson, E., Weiss, M. (2009). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. CBE—Life Sciences Education, 3(8), 203–213. - PMC - PubMed
    1. Beckman, W. S. (2008). Pre-testing as a method of conveying learning objectives. Journal of Aviation/Aerospace Education & Research, 17(2), 61–70.
    1. Bjork, E. L., Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In Gernsbacher, M. A., Pomerantz, J. (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (2nd ed., pp. 59–68). New York, NY: Worth Publishers.
    1. Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals by a committee of college and university examiners. Handbook I: Cognitive domain. New York, NY: David McKay.

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