ABSTRACT

This chapter introduces the basic structure and functions of institutional, course, and instructional learning objectives. It discusses broad and generic learning objectives and demonstrates how to turn these into meaningful, appropriate, and useful objectives that will lead to effective test item development. The chapter provides example objectives from different fields. The key to effective testing in any context is clearly identifying the purpose of the test and ensuring that each item supports that purpose. Learning objectives are sometimes called learning outcomes, learning expectations, learning or teaching targets, and other related terms—there are no real differences between these concepts. The institutional-level student learning outcomes provide institution-wide direction and communicate the major claims being made about what students can expect from their education at that institution. Course learning objectives are tailored to the specific course and provide guides for planning the major units of instruction and communicate what a student should expect from their participation in the course.