Creation of learning objectives
Learning objectives as the starting point for teaching
"The learning objective stands at the end of a learning process as its verifiable and desired result." (Terhart 2005, p. 11f.)
By defining the learning objectives, it is clarified which skills the students should have at the end of the course.
Ideally, the content and conduct of the examination should be based on this.
For teachers and students, setting learning objectives makes the course more reliable, structured and transparent. However, the achievement of learning objectives depends on many variables and sometimes they do not coincide with the actual results.
- Goal: Promoting a positive learning atmosphere
Learning objectives from the students' perspective
- Lernziele verdeutlichen Studierenden, was sie in einer Veranstaltung konkret lernen werden.
- Anforderungen werden durch die Erstellung von Lernzielen transparenter.
- Lernziele helfen bei der Planung des eigenen Lernprozesses.
- Eigene Erwartungen können mit den Lernzielen der Lehrveranstaltung abgeglichen werden.
Learning objectives from the teacher's perspective
- Lernziele als wichtiger Eckpunkt zur Planung einer Lehrveranstaltung.
- Ausformulierung von Lernzielen ermöglicht eine Analyse der Lernvoraussetzungen ihrer Studierenden.
- Festgelegte Lernziele bieten eine Orientierung für (methodische) Entscheidungen bei der Vorbereitung.
- Vorab festgelegte Lernziele dienen der Reflexion der eigenen Lehrveranstaltung.
What do students say?
Formulation of learning objectives
When formulating learning objectives, it makes sense to refer to Bloom's taxonomies of learning objectives (and/or the revised version according to Krathwohl and Anderson). When visualized, the behaviorist taxonomies provide a good overview and facilitate concretization.
- Start with the subject (student) who is to achieve the learning objective.
- Keywords are meaningful verbs (see learning objective taxonomies) that describe what the learner should achieve with the learning objective and which may be at the end of the sentence. (Operationalization)
- Name the learning object to which the verb refers.
- State the specific competence that is to be acquired.
- There is one sentence per learning objective.
- Avoid vague terms that are not precisely defined. (e.g. "sufficient", "appropriate", "be informed/familiar with")
- Omit adjectives if possible.
- Formulate a maximum of three to five learning objectives per course.
Although the terms "learning outcomes" and "learning objectives" differ slightly in terms of content in the literature, they can be used synonymously here for the sake of practicability.
When formulating learning outcomes, the student perspective should now be taken as an extension. This means that a "reason" or an activity for which the knowledge/skill is necessary should now also be specified. Dr. Oliver Reis' "what-which-what-for" structure helps here:
WHAT: What will students be able to do at the end of the course? (Formulated at the highest possible taxonomy level corresponding to the subject matter)
BY WHICH: Which "tools" are used? (Formulas, models, plans, terms,...)
FOR WHAT PURPOSE: For what purpose are the skills to be acquired? (clarifies meaningfulness and relevance for everyday working life)
Example from the field of architecture:
At the end of the course, "[t]he students [...] can carry out static calculations on an example scaffold (WHAT) by collecting relevant dimensions, selecting the appropriate materials and combining results from several steps according to the XCZ model (WOMIT) in order to be able to decide later which materials, connections and dimensions are needed to design a scaffold (WOZU)." (Wunderlich; Szcyrba 2016, p. 3)
From the Department of Economics:
"After the course, students will be able to apply the CAPM model (Capital Asset Pricing Model) to specific case studies." (Learning objective taxonomies: apply / analyze)
From the Department of Sociology:
"After the course, students will be able to plan and produce a comprehensive research study that analyzes social trends and challenges of a specific community" (learning objective taxonomy: create)
Learning objective categories
- Describable as general "fields of learning" or "areas of knowledge"
- No explicit skills and knowledge
- Levels: Course of study, study program
Example:
"...basic understanding of the economic system and its key players..."
- specify explicit skills and knowledge that should be mastered after completion of the learning process
- Levels: Module, course
Example:
"...be able to explain biological processes at the cellular level."
- Learning objectives for individual teaching units/sections
- are derived from broad learning objectives
- Levels: Lesson, part of a lesson
Example:
"...recognize individual learning needs and apply them appropriately to lesson plans."
Criteria for learning objectives/learning outcomes
Are my defined learning objectives/outcomes ...
- specific (clearly defined)?
- measurable? (Are results tangible and verifiable?
- appropriate? (degree of difficulty adapted to the nature of the course - taking into account students' prior knowledge and feasibility in the time allotted)
- relevant? (Relevance to subject/module/practice)
- scheduled? (achievability in given time until the examination)
- Is the quantity correct?
- Is the formulation operationalized and competence-oriented?
- Do the learning objectives/outcomes follow different levels or taxonomies?
In order to achieve competence-oriented learning objectives, you need to have an understanding of the general competence orientation in your teaching. You can find an explanation of this under competence orientation.