What to know
- Learning objectives are brief statements that describe the knowledge, skills, or attitudes learners will gain by completing a lesson, course, or training session.
- Learning objectives guide instructors and empower learners.
- Make training relevant and purposeful by aligning learning objectives to training goals and competencies.
- Use Bloom's Taxonomy, the ABCD method, and SMART criteria to write clear and measurable learning objectives that are both learner-focused and results-driven.
Overview
Learning objectives are brief statements that describe the knowledge, skills, or attitudes learners will gain by completing a lesson, course, or training session. They are written based on the information collected during the needs analysis phase of training development.
Learning objectives serve a dual purpose: they guide instructors and empower learners. For training developers, learning objectives provide a framework for selecting course content, designing instructional activities, and creating meaningful assessments. For learners, they act as a roadmap by clarifying expectations, allowing them to track their progress, and giving them a sense of achievement as they meet each goal.
Learning objectives serve as a communication tool among leaders, educators, and learners ensuring everyone is on the same page regarding learning expectations and goals. Use Bloom's taxonomy, the ABCD method, and SMART criteria to craft impactful learning objectives.
Key Features of Learning Objectives
- Learner-centered — Focused on what the learner will achieve, not what the instructor will do.
- Action-oriented — Use active verbs to describe observable and measurable behaviors.
- Specific and Clear — Avoid vague language; the outcome should be clearly defined.
- Achievable — Attainable given the learners' abilities, course format, and time frame.
- Measurable — Assessable through tests, assignments, or demonstrations.
Training Goals and Competencies
Aligning learning objectives with training goals and competencies ensures focused, relevant training that supports both professional development and organizational priorities.
Training Goals
A training goal is a broad statement that defines the overall purpose or intended course outcome, often aligned with organizational priorities or program needs. Learning objectives translate that purpose into specific, measurable outcomes. Goals set the destination, but objectives map the steps to get there. By aligning objectives with training goals, you ensure that every activity, assessment, and skill taught in your course directly supports the larger purpose, making the training both focused and effective.
Competencies
Competencies list the integrated knowledge, skills, abilities, and behaviors that enable a person to perform tasks effectively in their role. Aligning learning objectives to competencies ensures that each objective contributes to building these essential capabilities. This alignment makes training more relevant and practical to support professional growth and organizational priorities.
Bloom's Taxonomy
Bloom's Taxonomy provides a systematic approach to learning that emphasizes the importance of building skills progressively. It is organized into six levels: remember, understand, apply, analyze, evaluate, and create. In the table below, they are listed from the simplest cognitive level (remember) to the most complex (create). When writing your learning objectives, use the action verbs from Bloom's Taxonomy to communicate the learning outcomes you want your learners to achieve.
Bloom's Taxonomy Table
To get started using Bloom's Taxonomy, consider what you want your learners to be able to do after they have completed the training. The table below provides a selection of action verbs you can use to describe specific and measurable outcomes for your learners and examples of instructional activities designed to help achieve these objectives.
Remember: Recall facts or basic concepts
Define, describe, duplicate, list, memorize, repeat, state, recall, select
Definitions, labeling activity, listing activity, matching activity, multiple-choice test, identify terms, reciting concepts
Understand: Explain ideas or concepts
Classify, discuss, explain, identify, locate, recognize, report, select, translate
Analogies, discussion board, drawing/illustration, journal entries, summary, multiple-choice test, short answer test, written report
Apply: Use information in new situations
Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch, produce
Data manipulation, demonstration, graph, presentation, problem set, project, role play, show and tell, solution, simulation
Analyze: Draw connections among ideas
Differentiate, organize, relate, compare, contrast, categorize, distinguish, examine, experiment, question, test
Analyze research, case study, comparison, discussion, graphs, problem exercise, questionnaire, report, troubleshoot
Evaluate: Reach and justify a decision
Appraise, argue, defend, judge, select, interpret, support, value, critique, weigh
Argument, critique, debate, group discussion, recommendation, survey, test case scenario, written conclusion
Create: Produce new or original work
Design, assemble, construct, conjecture, develop, formulate, generate, write, investigate
Concept development, create an application, experiment, formulate a plan, data collection, invention, project, proposal, problem solution
For a more robust list of action verbs, see Bloom's Taxonomy Verb List.
Frameworks for Writing Learning Objectives
After selecting an appropriate action verb using Bloom's Taxonomy, the next step is to shape that verb into a complete, clearly structured learning objective. Two widely used frameworks that help you do this are the ABCD method and SMART criteria.
The ABCD method emphasizes the learner's experience and outcome, while SMART ensures that objectives are measurable and aligned with program goals.
These frameworks are complementary and work best when used together with Bloom's Taxonomy:
- Bloom's Taxonomy provides the action verb and defines the level of learning.
- ABCD provides behavioral clarity (learner-focused, instructional design).
- SMART provides practical accountability (organizational alignment, measurability, feasibility).
- A blended approach can ensure learning objectives are both learner-focused and results-driven.
The ABCD Method
The ABCD method is a framework for writing clear and measurable learning objectives. It ensures that objectives are specific, and learner focused. The ABCD method helps you define who is learning (audience), what they will do (behavior), under what conditions (condition), and how well they need to perform (degree). It is often used to write behavioral objectives. Behavioral objectives focus on specific behaviors or actions that demonstrate knowledge transfer or skill development in a learning setting.
A = Audience
Who are the learners?
“learners”, “participants”, “you”, “health educators”, “epidemiologists”
B = Behavior
What is the observable task or behavior described using action verbs?
“learners will be able to list the four steps in the ABCD method of writing learning objectives”
“the paramedic students will be able to administer CPR”
C = Condition
Under what conditions will learning occur (like the use of tools, aids, or reference materials)?
“Given access to a health database”
“Without using notes”
D = Degree
What is the degree of competency (like speed, accuracy, or quality)?
“With 90% accuracy”
“In under 10 minutes”
“With no errors”
SMART
SMART is an acronym highlighting the key features of a well-written and effective learning objective. SMART stands for specific, measurable, achievable, relevant, and time bound. It is often used to build practical objectives. Practical objectives ensure learners can apply what they have learned during training in a real-world setting.
Specific
Learning objectives should be clear and precise, focusing on exactly what the learner is expected to achieve.
What knowledge, skills, or attitudes will your learners be able to demonstrate upon completion of your course?
Measurable
Progress and achievement should be observable or quantifiable so success can be evaluated.
How will you evaluate your learner’s success? For example, you may decide to assign a multiple-choice test, essay, presentation, project, simulation, demonstration, etc.
Achievable
Learning objectives should be realistically attainable, considering the learners’ level, available resources, and time frame.
Are the learning objectives achievable for participants given the scope and content of the training?
Relevant
Learning objectives should connect to the overall learning goals, competencies, or learning needs.
Are your learning objectives aligned to your training goals? Are they aligned with competencies? Do they support the needs of your learners?
Time-Bound
Learning objectives should state a time frame or deadline for achievement.
When will your learners be able to reach this outcome? For many training sessions, the time frame is “by the end of the training.” In other cases, your training may include learning opportunities and tasks after the training session.
When writing learning objectives, choose the framework that best fits your purpose. Bloom's Taxonomy helps you select the right action verb, the ABCD method provides instructional clarity, and SMART ensures your objectives are measurable and aligned with program goals.
A Blended Approach
These frameworks can also be blended. Start with ABCD to define what learners will do, then apply SMART criteria to make the objective realistic, measurable, and time-bound. Together, they help you create learning objectives that are both learner-focused and results-driven.
Resources
- Write Effective Learning Objectives, free online course
- Bloom's Taxonomy of Educational Objectives, University of Illinois Chicago
- Bloom's Taxonomy Verb List, Northeastern University
- Using Bloom's Taxonomy to Write Effective Learning Objectives, University of Arkansas