Element #1: Measurable Objective Statements
Element #1: Measurable Objective Statements
Measurable learning objectives explicitly articulated for both instructors and students form a quality course's foundation (Anderson et al, 2001; Bloom, 1956). Objectives help instructors organize and structure the course activities, assessments, and sequence the course content. Course objectives define the boundaries, identify key concepts, and help instructors focus on the most important aspects of a course. Course objectives remain the same regardless of the delivery method. The presentation, practice, and assessment activities will differ in courses across different delivery formats due to the context and unique opportunities afforded by the learning environment. No matter what the differences are, the teaching/learning activities and assessments should align to the course objectives. This alignment process as outlined and recommended by Fink (2003), see Figure 1, assures that the instructor is indeed teaching and assessing what he/she said they were going to teach. This alignment process underpins the framework for similar alignment models, e.g., constructive alignment (Biggs, 2003) used in curriculum development process to assure the alignment of instructor intent and outcomes.
When designing objectives for the course, the objectives should be:
- Stated clearly in the syllabus and made visible to students;
- Present at both the course level and at the module or unit level;
- Aligned to the teaching/learning activities and assessments;
- Measurable indicators of student learning across the course and learning activities;
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Identified across multiple levels of learning based on Bloom's and/or Fink's taxonomies.
More information on creating objectives is available at Phase 1 Design.