Practical Tips for Writing Learning Objectives
Learning objectives may seem minor, but they create far‑reaching ripples across the entire learning environment.
ISSUE 16 | 5 JANUARY 2026
The Far-Reaching Impacts of Learning Objectives
Stakeholders across the learning environment use course learning objectives (LOs) in different ways.
Students use LOs to clarify purpose and expectations, guide study strategies, and select courses during registration.
Faculty use LOs to align assessments and content (Backwards Design) and make instructional decisions. LOs are also used to communicate to students and colleagues the purpose and structure of their course.
Academic staff (e.g., chairs, deans, curriculum committees, etc.) use LOs to map curriculum, ensure institutional consistency, review programs, and inform articulation agreements across institutions.
Accrediting bodies use LOs to determine evidence of learning, ensure accountability in educational practices, and align programs with accreditation standards.
Learning objectives are like small pebbles: they may seem minor, but they create far‑reaching ripples across the entire learning environment. That is why it is crucial that learning objectives are well-written.
Writing Well-Written LOs
Most guides for writing learning objectives will focus on the SMART Goals framework: specific, measurable, attainable, relevant, and time-bound. This is ubiquitous advice because it works well. The following list will focus on practical tips that go beyond the SMART Goals framework.
Start with the finish line. Think about what you really want students to walk away knowing or being able to do.
Pick a strong action verb. Go for verbs you can actually see or measure: analyze, create, compare, apply. Skip vague ones like understand or learn. The verb’s complexity should match with the complexity level of the course (Bloom’s Taxonomy of Cognition).
While picking a verb remember: one verb per objective. As an instructional designer, I see LOs with multiple verbs a lot. If you are having a hard time choosing between two verbs, a good rule of thumb is going with the more complex verb and keeping the less complex verb implicit (e.g., a student needs to identify something before they analyze it, so “Identify and analyze,” should be, “Analyze”). If both verbs are complex and distinct, then pull them apart into two separate LOs.
State what the student will demonstrate. Add the concept, skill, or context right after the verb. This is where the SMART Goal framework comes in handy.
Keep it simple. LOs should be short and clear.
Check alignment. Make sure your objectives support your program’s larger learning goals.
Test it. Ask yourself: Could I assess this in an assignment? If not, tweak it.
Aim for 4–6 course-level objectives. Enough to define the course without overwhelming students. Consider how many credit hours your course is and how many goals is appropriate for that amount of time and effort.
Use them intentionally. Put LOs in your syllabus, reference them in class, and connect them to assignments and content so students see the purpose behind their work.
Take it Further
Once your LOs are written, the next step is to check the alignment between your LOs and your assessments. A great way to do this is by Designing a Goal-Aligned Rubric for your assessments.
Different stakeholders use LOs differently. How do you use LOs? Do you have a LO you’d like feedback on? Share it in the comments and let’s workshop it together.
See you soon!
Our next topic will explore how we can use Community of Inquiry strategies in How to Help Students Learn With Each Other, Not Just Beside Each Other. Until the next cup, keep steeping in strategy!
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References
Bloom’s Taxonomy of Cognition (2022). Johns Hopkins Bloomberg School of Public Health Center for Teaching and Learning: Teaching Toolkit. https://ctltoolkit.s3.amazonaws.com/shelf/BloomsTaxonomyVerbsActivities.pdf
Gonzalez, J. (2020). Backward Design: The Basics. Cult of Pedagogy. https://www.cultofpedagogy.com/backward-design-basics/
Lamm, M. (2023, May 15). Know where you are going! Simple steps to writing SMART learning objectives. Center for Teaching and Learning Blog. Johns Hopkins Bloomberg School of Public Health. https://ctl.jhsph.edu/blog/posts/SMART-learning-objectives/
Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). Association for Supervision and Curriculum Development.
Different stakeholders use learning objectives (LOs) differently. How do you use LOs? Do you have a LO you’d like feedback on? Share it in the comments and let’s workshop it together.
I use LOs in a variety of ways. I refer to them when designing new courses and evaluating existing courses (Backwards Design). I use them when writing instructions for assignments and activities. I use them to create rubrics. And I use them in reporting for academic departments and accreditation.