Using Bloom’s Taxonomy to Write Effective Learning Objectives: The ABCDs of Writing Learning Objectives: A Basic Guide

by Edmund Bilon

Virtually all instructors have learning objectives in mind when developing a course. They know the skills and knowledge that students should gain by the end of each instructional unit. However, many instructors are not in the habit of writing learning objectives, and the objectives remain implicit. The full power of learning objectives is realized only when the learning objectives are explicitly stated. Writing clear learning objectives is therefore a critical skill. To sharpen this skill so that your objectives are consistently precise, measurable, and student-centered, we recommend that you follow the audience, behavior, condition, degree (ABCD) method. Every learning objective must have an audience and a stated behavior. The condition and degree are not applicable to every learning objective, but they can make your objectives more precise as long as they are not forced into place. Learning objectives help anchor assessments and activities in evidence-based course design. By aligning objectives, assessments, and activities, we can collect data on student performance in achieving those objectives. This information helps students and instructors to monitor student progress. At a broader level, student performance data helps learning scientists to improve theories of learning, which in turn helps learning engineers to make interactive improvements to the course. Creating concise objectives is key to developing purposeful and systematic instruction. One of the most prevalent conclusions that educators have drawn from the large body of instructional research is that instruction needs to be tailored to support concrete instructional objectives and to meet specific learning outcomes. Table of Learning Objectives The Difference between a Goal and an Objective Examples of goal statements and learning objectives The Difference between a Course Description, a Topics List, and an Objective Characteristics of an Effective Learning ABCD Approach to Writing Learning Objectives Developing Your Learning Audience Developing Your Learning Behavior (1 of 3) Behavior Domains of Bloom’s Taxonomy Cognitive Domain Knowledge dimension Psychomotor Domain Affective Domain Wrap Up of Bloom's Domains Watch Out for Verbs That Are Not Observable or Measurable Developing Your Learning Condition and Degree Condition Degree Writing Learning Objectives Realizing the Full Power of Learning Objectives Audience Behavior Condition Degree Using Clear Language Considerations in Writing Learning Objectives Sufficient breadth and scope of learning objectives Sufficient number of learning objectives Before You Start Writing References

73 pages, Kindle Edition

Published February 16, 2019

Reviews

[Richa Sharma · Rating 4 out of 5]

The book gives a deeper insight into learning objectives. From talking about the need for learning objectives to the tips for creating them, the book covers them all in simple language.

[Stan · Rating 4 out of 5]

This is a fairly short book that addresses writing learning objectives in light of Bloom's Taxonomy. The ABCDs approach is great, suggesting that every objective should address: Audience and Behavior. Attention should be paid to whether Condition and Degree must be stated in the objective for clarification or to address high level learning.

The book is concise. The author offers periodic quizes in the book.

Overall, a good, simple presentation of the material that all teachers should master.