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Education and Communications
Creating Lesson Plans

How to Write an Educational Objective

Last Updated: December 17, 2023 Fact Checked

This article was co-authored by Megan Morgan, PhD . Megan Morgan is a Graduate Program Academic Advisor in the School of Public & International Affairs at the University of Georgia. She earned her PhD in English from the University of Georgia in 2015. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 350,136 times.

An educational objective is an important tool for teaching. It allows you to articulate your expectations for your students, which can inform you as you write lesson plans, test, quizzes, and assignment sheets. There is a specific formula that goes into writing educational objectives. Learning to master that formula can help you write excellent educational objectives for you and your students.

Planning Your Objective

Step 1 Differentiate between goals and objectives.

Goals are broad and often difficult to measure in an objective sense. They tend to focus on big picture issues. For example, in a college class on child psychology, a goal might be "Students will learn to appreciate the need for clinical training when dealing with small children." While such a goal would obviously inform the more specific educational objectives, it is not specific enough to be an objective itself.
Educational objectives are much more specific. They include measurable verbs and criteria for acceptable performance or proficiency regarding a particular subject. For example, "By the end of this unit, students will be able to identify three theorists whose work on child psychology influenced teaching practices in the US." This is a more specific educational objective, based on the educational for the same hypothetical course.

Step 2 Familiarize yourself with Bloom's Taxonomy.

Bloom identified three domains of learning. The cognitive domain is the domain given the most focus in the world of higher education. Cognitive is the domain used for guidance when writing educational objectives. The cognitive domain focuses on intellectual, scholarly learning and is divided into a hierarchy consisting of six levels.
Example: Memorizing multiplication tables.
Example: Recalling when the Battle of Hastings occurred.
Example: Translating a Japanese sentence into German.
Example: Explaining why nuclear technology affected President Reagan's political policies.
Example: Using pi to solve various mathematical problems.
Example: Using "please" to ask for things politely not just with Mom, but other people.
Example: Understanding the concept of "fate" as a predetermined destiny.
Example: A ball thrown on the ground falls, a rock thrown on the ground falls...but what happens if they are thrown into water?
Example: Creating a painting.
Example: Putting forth a new idea about subatomic particles.
Example: Creating a short film humanizing immigrants in your community with commentary on why you believe they deserve respect.
Example: Writing an essay on why you believe Hamlet really did not love Ophelia.

Step 3 Learn the characteristics that communicate your intent.

Performance is the first characteristic. An object should always state what your students are expected to be able to do by the end of a unit or class.
Condition is the second characteristic. A good educational objective will outline the conditions under which a student is supposed to perform said task.
Criterion, the third characteristic, outlines how well a student must perform. That is, the specific expectations that need to be met for their performance to be passing.
For example, say you are teaching a nursing class. A good educational objective would be "By the end of this course, students will be able to draw blood, in typical hospital settings, within a 2 to 3 minute timeframe." This outlines the performance, drawing blood, the conditions, typical hospital settings, and the criterion, the task being performed in 2 to 3 minutes.

Writing Your Educational Objective

Example: After completing this lesson, students are expected to be able to write a paragraph using a topic sentence.
Example: After completing this lesson, students are expected to be able to identify three farm animals.
Example: By midterm, all students should be able to count to 20.
Example: At the end of the workshop, students should produce a haiku.

For knowledge, go for words like list, recite, define, and name.
For comprehension, words like describe, explain, paraphrase, and restate are ideal.
Application objectives should include verbs like calculate, predict, illustrate, and apply.
For analysis, go for terms like categorize, analyze, diagram, and illustrate.
For synthesis, use words like design, formulate, build, invent, and create.
For evaluation, try terms like choose, relate, contrast, argue, and support.

What performance do you expect? Do students simply need to list or name something? Should they understand how to perform a task?
Where and when will they carry out this performance? Is this for a classroom setting alone or do they need to perform in a clinical, real world environment?
What are the criteria you're using to evaluate your student? What would be considered a passing grade or an appropriate performance?

Say you're teaching a high school English class and, for one lesson, you're teaching symbolism. A good educational objective would be, "By the end of this lesson, students should be able to analyze the symbolism in a given passage of literature and interpret the work's meaning in their own words."
The stem statement identifies that the objective should be met by the end of the lesson.
The verbs used are comprehension verbs, indicating this task falls under the second level of Bloom's hierarchy of learning.
The expected performance is literary analysis. The condition is, presumably, that the reading be done alone. The expected outcome is that the student will be able to read a work, analyze it, and explain it in her own words.

Reviewing Your Objectives

Step 1 Make sure your objectives are SMART.

S stands for specific. Do your learning objectives outline skills that you are able to measure? If they're too broad, you might want to revamp them.
M stands for measurable. Your objectives should be able to be measured in classroom setting, through testing or observed performances.
A stands for action-oriented. All educational objectives should include action verbs that call for the performance of a specific task.
R stands for reasonable. Make sure your learning objectives reflect realistic expectations of your students given the timeframe of your course. For example, you can't expect students to learn something like CPR by the end of a week-long unit.
T stands for time-bound. All educational objectives should outline a specific timeframe they need to be met by.

Step 2 Evaluate whether objectives are being met.

Obviously, tests, papers, exams, and quizzes throughout the semester effectively measure if educational objectives are being met. If one students seem to be struggling with an objective, it might be an issue of that individual's performance. If every student seems to struggle, however, you may not be effectively relaying the information.
Give your students questionnaires and surveys in class, asking them how they feel about their own knowledge of a given subject. Tell them to be honest about what you're doing right and wrong as a teacher.

Step 3 Revise your objectives if necessary.

Sample Objectives and Things to Include and Avoid

Community Q&A

Fellow educators can help you with your objectives. Everyone in the world of education has to write educational objectives. If you are struggling, have a peer review your objectives and give you feedback. Thanks Helpful 8 Not Helpful 0
Look at lots of examples of educational objectives. They are usually listed in course syllabi. This will give you a sense of what a solid, well written objective sounds like. Thanks Helpful 6 Not Helpful 6

↑ https://rapidbi.com/the-difference-between-goals-objectives/
↑ https://www.encyclopedia.com/education/encyclopedias-almanacs-transcripts-and-maps/taxonomies-educational-objectives
↑ https://fctl.ucf.edu/teaching-resources/course-design/blooms-taxonomy/
↑ https://www.yourcoach.be/en/coaching-tools/smart-goal-setting.php

About This Article

To write an educational objective, create stem statements that outline what you expect from your students. Use a measurable verb like "calculate" or "identify" to relay each outcome, which is what the students are expected to do at the end of a course or lesson. Be sure to define a time frame for each objective in your stem statements, and don't forget to note the criteria you plan to use to evaluate the students! For tips on using Bloom's Taxonomy when creating an educational objective, read on! Did this summary help you? Yes No

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Part 1: The Basics of Lesson Planning

How to: writing objectives.

Before beginning this section, be sure to read this section: Foundational Understanding: Learning Standards and Foundational Understanding: DOK .

The Five rules of writing objectives

Rule #1: All objectives are one sentence long and start with “The student will…” or “The learner will…”

Rule #2 : All objectives contain one Bloom’s Taxonomy verb. Bloom’s Taxonomy verbs are necessary for an objective. It allows for the objective to be assessed. This resource offers a good overview of how Bloom’s Taxonomy verbs work.

Rule #3 : The objective needs to be tied to a state standard.

Rule #4 : The objective needs to indicate a DOK level.

Rule #5 : An objective should typically have one topic. It is always better to make two separate objectives rather than one objective that will measure two things.

Anatomy of an Objective

Locating the Mississippi State Standards

The State of Mississippi has content standards for every subject and grade level . They are called “College and Career Readiness Standards” and are aligned with Common Core. For the main subject areas (math, science, social studies, and English) there is an app that can be downloaded to a smart phone ( click here for Android ; click here for Apple ).

Writing Objectives, Step by Step

Step 1: write “the student will…”, step 2: find a state standard you wish to cover with the objective..

Add the short-hand abbreviation to the end of the objective. For example, let’s say you are teaching Geometry, and want to use standard “G-GMD.3: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.” This standard covers several shapes, so our objective will need to be a little more specific. Since the objective will be tied to the standard, we would add “G-GMD.3” to the very end of the objective.

At this point, your objective should look something like “ The student will…(G-GMD.3) ”

Step 3: Choose a Bloom’s Taxonomy verb.

Continuing with the geometry example, this topic lends itself to students applying a formula to solve a problem. Therefore, it makes sense to pull a verb from the “apply” category. In this case, there are several potential verbs: solve, implement, use, compute , and apply . For the sake of this example, the Bloom’s Taxonomy verb solve will be used.

At this point, your objective should look something like “ The student will solve… (G-GMD.3) ”

Step 4: Decide on the topic covered.

Be as specific and direct as you can. In this case, the word “problems” and “pyramids” will be pulled straight from the state standard.

At this point, your objective should look something like “ The student will solve word problems using the volume formula for pyramids. (G-GMD.3) ”

Step 5: Add the appropriate DOK level.

Add the appropriate DOK level based on the charts from that section. In this case, students are applying a formula (what could be considered a “skill”) to find an answer. Therefore, this objective would fall into a DOK 2 because students are “applying skills and concepts.”

Now, your finished objective should look as follows: “ The student will solve word problems using the volume formula for pyramids. (DOK 2) (G-GMD.3) ”

Other thoughts

The objective writing process requires you to consider at least two other questions: “What do the students already know?” and “What objectives support and/or complement this objective?”

What do the students already know?

The objective written above assumes that students are already familiar with the volume formula for pyramids. However, if they have never been exposed to this formula, we will need to teach the students that before we attempt this objective. Gaining an understanding of what students know is part of the assessment process, which will be covered in that section of this text.

“What objectives support and/or complement this objective?”

This objective covers pyramids, but there are other shapes mentioned in the standard. Please resist the temptation to cover an entire standard in one objective. Remember, an objective should typically have only one verb and one topic. If one were teaching a series of lessons or a unit, It makes sense that we would have other objectives like the following:

The student will solve word problems using the volume formula for cylinders. (DOK 2) (G-GMD.3) The student will solve word problems using the volume formula for cones. (DOK 2) (G-GMD.3) The student will solve word problems using the volume formula for spheres. (DOK 2) (G-GMD.3)

In addition, notice the objectives have students looking at word problems. There is the possibility that English Language Arts (ELA) objectives might come into play for these lessons. This will be covered in more detail in the cross-curricular section of this text.

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Writing Measurable Course Objectives

What is a course objective.

A course objective specifies a behavior, skill, or action that a student can demonstrate if they have achieved mastery of the objective. As such, objectives need to be written in such a way that they are measurable by some sort of assessment. Course objectives form the foundation of the class. Everything in the course should work together to ensure students master the course objectives.

What do good course objectives look like?

Good course objectives will be specific , measurable , and written from the learner’s perspective . Here’s a good formula for writing objectives:

Start your course objectives with: By the end of the course, students will be able to:

Choose an action verb that corresponds to the specific action you wish students to demonstrate

Explain the knowledge students are expected to acquire or construct

[Optional]: explain the criterion or level students are expected to reach to show mastery of knowledge

You will also want to make sure that you have thought of a way to assess students’ learned knowledge when writing course objectives. For example, if you always test students’ knowledge of content matter with a multiple choice test, the course objectives cannot ask that students evaluate or create something, as multiple choice tests cannot assess those levels of learning with a high level of accuracy.

This fill in the blank example can help put this into context for your own subject matter: If students have learned [knowledge/subject of the course], then the should be able to [specific action students can do if they know the content] by completing [assessment/proof of knowledge]. Example: If students have learned US History since 1865, then they should be able to explain the effect of immigration on American culture by completing an essay comparing and contrasting the effect of two immigrant populations on American culture from 1865-1900.

If you cannot logically fill in the last blank of this example (assessment), then the objective is not measurable. You won’t include the assessment in the text for your actual course objective that you publish on your syllabus, but you need to know if what you’re asking students to know can be assessed. Otherwise, how can you know or prove that students have learned what they’re supposed to learn in your course?

Difference between Objectives and Assessments:

One thing that can be confusing when creating course objectives is the difference between what students are being asked to know and the assessment that is used to “prove” that students know the information. In the example above, it may be tempting to write something like this: If students have learned U.S. History since 1865, then they should be able to write an essay comparing and contrasting the effect of two immigrant populations on American culture from 1865-1900.

This objective seems measurable, but it’s saying that by the end of the class “students should be able to write an essay”. That makes it sound like one of the objectives of the course is for students to write an essay. What students really need to know though is the effect of immigration on American culture. If you use the assessment in the “course objective slot,” the knowledge students need in order to complete the assessment is assumed rather than explicitly stated.

This could cause issues with the creation of materials and activities in your units because the focus may be on teaching students how to write essays rather than teaching them about the effect of immigration on American culture during a specific time period.

Bloom’s Taxonomy:

Using a taxonomy that explains different levels of learning can be helpful for selecting the appropriate action verbs for your course objectives. These will help prevent you from choosing lower order actions when you really want students to demonstrate higher order thinking.

Bloom’s Taxonomy is broken into six knowledge dimensions: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating and range from lower order thinking skills to higher order thinking skills.

By their very nature, higher order thinking skills are more difficult and build on the previous lower order thinking skills. An oversimplified explanation of this would be the following: A student can not be expected to create a design brief (Creating) if they can’t remember what a design brief is (Remembering).

Traditionally, entry level courses ask students to demonstrate remembering, understanding, and applying thinking skills with a few higher order thinking skills while graduate level courses ask students to demonstrate analyzing, evaluating, and creating thinking skills with a few lower order thinking skills.

How do course objectives differ from module objectives?

Course objectives are much broader in scope than module level objectives. Where module objectives break down skills and knowledge into very specific, discrete skills, course objectives point more to overarching student understanding and higher level thinking skills. In a unit, you may have 10 or more objectives explaining all of the steps/tasks involved in learning a concept. For a course, you will only want 3-6 course objectives.

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Back to Assessment Measures

Writing Effective Learning Objectives / Educational Objectives

A learning objective is student centric; it states what the student will learn and be able to accomplish by the end of instruction. It describes a specific behavior which will lead to the desired goal. It is specific and measurable. It has three major components:

What the student will be able to
Conditions needed for the student to accomplish the
Criteria for evaluating the student

How to write learning objectives

Learning objectives emphasize:

students’ performance
end product
what students learned

Learning objectives do not emphasize:

teacher performance
subject matter
how knowledge was acquired

Learning objectives should have the following S.M.A.R.T. attributes

Specific – Statement of learning are concise and well defined in describing what students will be able to do.

Measurable – Use action / measurable verbs that can be observed through any assessment such as test, homework, or project etc. to describe what the student will be able to do. (see list attached to this document).

Attainable – Ensure that students will have the pre-requisite knowledge by the end of the course in able to achieve the stated learning objectives.

Relevant – The stated skills or knowledge are appropriate for the program and the course as described in the curriculum.

Time-bound – State when students should be able to demonstrate the knowledge or skill (mid or end of course or end of program, etc.).

BLOOM’s Taxonomy

Follow Bloom’s Taxonomy cognitive process to state your learning objectives. Ensure that the stated objectives describe a progressive cognitive process that represents a continuum of increasing cognitive complexity.

Bloom's Cognitive process, explained in the text below the image

On a continuum of learning, students start by:

Remembering – recalling previous knowledge.

Understanding – understanding new information and presenting it in their own words.

Applying – applying what they learned into authentic settings.

Analyzing – distinguishing between facts and inferences and recognizing logical fallacies in reasoning.

Evaluating – making judgment about ideas, materials or values.

Creating – putting the parts learned together to create a whole, with a focus on creating meaning or structure.

Putting it Together

Program and course level objectives.

Create Program Learning objectives that will be addressed multiple times in your core course offering.
Identify which objectives are addressed in what course.
Identify assessments, direct, indirect, formative, summative to assess whether the students have attained the desired learning.
Assess all objectives multiple times to map a continuum of improvement.
Create a Program Matrix to ensure that all stated objectives were addressed multiple times in core curriculum offerings of the program.

Assignments/Measures

At the assignment level, the Course Learning Objectives stated for the course are too broad and they need to be reworded into basic measurable outcomes as defined or stated in the assignment.
They must map directly to a specific Course Learning Objective.
If applicable, rubrics should guide the evaluation of each assessment and results should be gathered to measure learning.

Action Verbs

(Bloom’s/Anderson & Krathwohl’s Taxonomy – Cognitive Domain)

Define
Identify
List
Name
Recall
Recognize
Record
Relate
Repeat
Underline

Choose
Cite
Demonstrate
Describe
Determine
Differentiate
Discriminate
Discuss
Explain
Express
Give
Identify
Interpret
Locate
Pick
Practice
Report
Respond
Restate
Review
Recognize
Select
Simulate
Tell
Translate

Apply
Demonstrate
Dramatize
Employ
Generalize
Illustrate
Initiate
Interpret
Operate
Operationalize
Practice
Relate
Schedule
Shop
Use
Utilize

Analyze
Appraise
Calculate
Categorize
Compare
Conclude
Contrast
Correlate
Criticize
Deduce
Debate
Detect
Determine
Develop
Diagram
Diagnose
Differentiate Distinguish
Draw conclusion
Estimate
Evaluate
Examine
Experiment
Identify
Infer
Inspect
Inventory
Predict
Question
Relate
Solve
Test

Appraise
Assess
Choose
Compare
Critique
Estimate
Evaluate
Judge
Measure
Rate
Revise
Score
Select
Test
Validate
Value

Arrange
Assemble
Collect
Compose
Construct
Create
Design
Develop
Devise
Formulate
Manage
Modify
Organize
Plan
Prepare
Produce
Propose
Predict
Reconstruct
Set-up
Synthesize
Systematize

Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives . New York: Longman.

Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain . NY, NY: Longmans, Green.

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Teaching Tips

The Ultimate Guide to Writing Learning Objectives: Definitions, Strategies and Examples

Simple steps to writing effective, measurable learning objectives for university and college educators. This guide includes practical approaches and helpful examples.

Top Hat Staff

The Ultimate Guide to Writing Learning Objectives: Definitions, Strategies and Examples

While it’s natural to focus on theory and concepts when designing your course, it’s equally important to think about the net result you want to achieve in terms of student learning. Learning objectives focus on just that—they articulate what students should be able to know, do and create by the end of a course. They’re also the key to creating a course in which courseware, context, teaching strategies, student learning activities and assessments all work together to support students’ achievement of these objectives.

This guide presents essential information about how to write effective, measurable learning objectives that will create a strong structure and instructional design for your course.

What are learning objectives, learning objectives vs. learning outcomes, how to write learning objectives, tools for developing effective learning objectives, examples of learning objectives.

Learning objectives identify what the learner will know and be able to do by the end of a course. Grounded in three primary learning areas—attitudes, skills and knowledge—clear learning objectives help organize student progress throughout the curriculum .

While the terms “learning objectives” and “learning outcomes” are often used interchangeably, there are subtle differences between them.

One key distinction is that learning objectives are a description of the overarching goals for a course or unit. Learning outcomes , on the other hand, outline goals for the individual lessons comprising that course or unit. Learning outcomes should be measurable and observable, so students can gauge their progress toward achieving the broader course objectives.

Another distinction between the two concepts is that learning objectives focus on the educator or institution’s educational goals for the course. For students, goals and progress in a specific course or program are measured by learning outcomes.

Learning objectives help students understand how each lesson relates to the previous one. This way, students can understand how each course concept relates to the course’s goals, as well as degree or course goals. When writing measurable student learning objectives, instructors should ensure that they are structured in a way that makes it easy for students to assess their own progress, as well as the way forward in their learning.

Strong learning objectives should:

Focus on what students should learn in a course rather than what the instructor plans to teach
Break down each task into an appropriate sequence of skills students can practice to reach each objective
Make use of action-oriented language
Be clear and specific so students understand what they will learn and why they are learning it

Learning objectives should also be measurable. In order to be effective, they must lay out what success looks like. This way, students can accurately gauge their progress and performance. From these criteria, students should be able to clearly identify when they have completed an element of the course and are ready to move on to the next one.

Key elements to consider

By answering certain fundamental questions, you can begin the process of developing clear learning objectives armed with the information to craft them effectively.

Which higher-order skills or practical abilities do you want students to possess after attending your course that they did not possess beforehand?
What do your students need to know and understand in order to get from where they are now to where you want them to be by the end of the course?
Which three main items do you want students to take away from your course if they learn nothing else?

3 steps to writing learning objectives

Writing strong and effective learning objectives is a matter of three simple steps:

Explain the precise skill or task the student will perform.
Describe how the student will execute the given skill or task and demonstrate relevant knowledge and competency—a quiz, test, group discussion, presentation, research project.
Lay out the specific criteria you will use to measure student performance at the end of the learning experience.

Bloom’s Taxonomy

Used to develop effective learning objectives, Bloom’s Taxonomy is an educational framework that is designed to help educators identify not only subject matter but also the depth of learning they want students to achieve. Then, these objectives are used to create assessments that accurately report on students’ progress towards these outcomes.

The revised Bloom’s Taxonomy (2001) comprises three domains—cognitive, affective and psychomotor. In creating effective learning objectives, most educators choose to focus on the cognitive domain. The cognitive domain prioritizes intellectual skills such as critical thinking, problem-solving, and creating a knowledge base. The levels of this domain span from simple memorization designed to build the knowledge of learners, to creating a new idea or working theory based on previously learned information. In this domain, learners are expected to progress linearly through the levels, starting at “remember” and concluding at “create,” in order to reach subject mastery.

The following are the six levels of the cognitive domain:

Remembering
Understanding

Action verbs

These action verbs and sample learning objectives are mapped to each level of Bloom’s Taxonomy’s cognitive domain. Here, we provide a breakdown of how to implement each level in your classroom. Some examples of action verbs useful for articulating each of the levels within the cognitive domain include:

Sample learning objective: Upon completion of a geography workshop, students will be able to list the different layers of rock in a given natural structure.
Sample learning objective: By the end of a Sociology lesson, students will be able to identify instruments for collecting data and measurements for the conducting and planning of research.
Sample learning objective: After a lesson on literary analysis, students will be able to assign a cohesive reading list for an imagined class on a particular subtopic within the literary realm.
Sample learning objective: At the end of a course in global economics, students will be able to analyze the economic theories behind various macroeconomic policies and accurately categorize them.
Sample learning objective: Upon completion of a course on the history of war, students will be able to compare and contrast any two historic wars using timelines of the respective conflicts.
Sample learning objective: Upon completion of the astronomy course, students will be able to predict the motion and appearance of celestial objects and curate data on the subject from multiple sources and communicate procedures, results and conclusions properly.

The SMART strategy

Simply put, learning objectives are goals for teaching and learning. They provide a sense of direction, motivation and focus. By setting objectives, you can provide yourself and your students with a target to aim for. A straightforward way to set realistic, achievable expectations is through the SMART strategy, ensuring objectives are:

Specific : Unambiguous, well-defined and clear.
Measurable : Designed with specific criteria of how to measure your progress toward the accomplishment of the goal in mind.
Achievable : Attainable and possible to achieve.
Realistic : Within reach, realistic, and relevant to the course or program’s purpose.
Timely : With a clearly defined timeline, including a starting date and a target date, to ensure you can set mini-milestones and check-ins throughout the duration of your course.

By writing measurable learning objectives you can better choose and organize content and use that to select the most appropriate instructional strategies and assessments to meet the learning goals for your course.

Using language formally vs. informally
Explaining how to write and speak in each type of language
Teaching others how to choose and use the appropriate type of language in different situations
Good example: Upon completion of this course, students will possess the ability to identify and develop instruments for collecting data and measures for executing academic research.
Poor example: After completing this course, students will be able to explain the organizational structure.
Poor example: Students will comprehend the importance of the Civil War.

The first two are good learning objectives because they explain the exact skill or task the student will perform, as well as how they will be tested and evaluated on their performance. The second examples are poor because they are vague and do not include how the knowledge acquired will be evaluated.

Student learning improves when they know what is expected of them. When learning objectives are clear, students are better prepared for a deeper approach to learning. This means that students seek meaning, relate and extend ideas, look for patterns and underlying principles, check evidence, examine arguments critically and engage with course content in a more sophisticated way.

For instructors, this means a more engaged and connected classroom community that works together. By setting clear guidelines for what you intend to teach and for students to learn, you can ensure that you are laying the foundation for a successful and more motivating educational experience.

Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: a synthesis and conceptual model. Science of Learning , 1, 1–13. doi:10.1038/npjscilearn.2016.13

Marsh, P.A. (2007). What is known about student learning outcomes and how does it relate to the Scholarship of Teaching and Learning? International Journal for the Scholarship of Teaching and Learning, 1(2), article 22.

Trigwell, K. & Prosser, M. (1991). Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher Education , 22(3), 251–266.

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5 Steps to Writing Clear and Measurable Learning Objectives

Blog Post Hero: writing learning objectives

Learning objectives aren’t just a list of what you’re covering in class. Good learning objectives are what you want your students/trainees to learn or achieve (“by the end of this course, you will be able to...”). If you don’t know the end goal—and you don’t have certain measurable checkpoints—you can get lost along the way. Here are some tips to help you get started:

1. Identify the Level of Knowledge Necessary to Achieve Your Objective

Before you begin writing objectives, stop and think about what type of change you want your training to make. In other words, what do you want your participants to do differently when they return to work? The domains of learning can be categorized as affective (attitude), psychomotor (skills), and cognitive (knowledge). An easy way to remember this is with the acronym ASK :

A ttitude — Changes how a learner chooses to act. Compliance training is a good example of when you will have to teach to this domain. It’s usually the hardest to craft objectives for this, since it’s dealing with feelings, emotions, and attitudes.
S kills —This domain focuses on changing or improving the tasks a learner can perform.
K nowledge — This domain focuses on increasing what participants know. Learning safety rules, troubleshooting, and quoting prices from memory are all examples of this level of learning.

2. Select an Action Verb

Now that you’ve identified what domain you intend to focus on for your objective, it’s time to start crafting your objective. To do that, it’ll help to have an action verb to describe the behavior at the appropriate level of learning. Here’s a list of action verbs, separated by domain. Avoid having more than one action verb for each level of learning, and make sure it’s a verb that can be measured. “Understand” is too vague, but “complete,” “identify,” or “recognize” are specific.

KNOWLEDGE

SKILLS

3. create your very own objective.

Now it's your turn to give it a whirl.

4. Check Your Objective

Make sure your objectives include four pieces: audience, behavior, condition, and degree of mastery. For every one, identify and label the component. Here are the A, B, C, D's every objective should contain:

Audience:

Behavior: , condition: , degree of mastery: .

Try labeling each of the four components in your objectives to make sure you didn't forget anything. In the following examples, the audience will be italicized, the behavior will be underlined, the condition will be in regular type, and the degree of mastery will be bolded.

Given an expense report, the learner will complete the company form with no errors .

After completing the three-day design training, the learner will be able to list the 8 steps in the design process in order .

5 . Repeat, Repeat, Repeat

Go through this process for each objective. Don’t stop until you feel that you have enough objectives to effectively measure your performance. Remember, objectives work as checkpoints that lead to a completion of a goal. It’s important you have enough of them to keep yourself from getting lost. Start with what you want to achieve and work backwards.

If you'd like to up your game creating objectives or designing a class, check out one of our courses , particularly the workshop on Instructional Design.

Need help with virtual training or learning? Take a look at the Interactive Virtual Trainer workshop.

Published originally by Jordan Meyers, adapted from Becky Pluth’s session on writing objectives at the 2014 Creative Training Techniques conference.

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Writing Effective Learning Objectives

Developing learning objectives is part of the instructional design framework known as Backward Design, a student-centric approach that aligns learning objectives with assessment and instruction.

Clearly defined objectives form the foundation for selecting appropriate content, learning activities and assessment plans. Learning objectives help you to:

plan the sequence for instruction, allocate time to topics, assemble materials and plan class outlines.
develop a guide to teaching allowing you to plan different instructional methods for presenting different parts of the content. (e.g. small group discussions of a common misconception).
facilitate various assessment activities including assessing students, your instruction, and the curriculum.

Think about what a successful student in your course should be able to do on completion. Questions to ask are: What concepts should they be able to apply? What kinds of analysis should they be able to perform? What kind of writing should they be able to do? What types of problems should they be solving? Learning objectives provide a means for clearly describing these things to learners, thus creating an educational experience that will be meaningful.

Following are strategies for creating learning objectives.

I. Use S.M.A.R.T. Attributes

Learning objectives should have the following S.M.A.R.T. attributes.

S pecific – Concise, well-defined statements of what students will be able to do. M easurable – The goals suggest how students will be assessed. Start with action verbs that can be observed through a test, homework, or project (e.g., define, apply, propose). A ttainable – Students have the pre-requisite knowledge and skills and the course is long enough that students can achieve the objectives. R elevant – The skills or knowledge described are appropriate for the course or the program in which the course is embedded. T ime-bound – State when students should be able to demonstrate the skill (end of the course, end of semester, etc.).

II. Use Behavioral Verbs

Another useful tip for learning objectives is to use behavioral verbs that are observable and measurable. Fortunately, Bloom’s taxonomy provides a list of such verbs and these are categorized according to the level of achievement at which students should be performing. (See The Innovative Instructor post: A Guide to Bloom’s Taxonomy ) Using concrete verbs will help keep your objectives clear and concise.

Here is a selected, but not definitive, list of verbs to consider using when constructing learning objectives:

assemble, construct, create, develop, compare, contrast, appraise, defend, judge, support, distinguish, examine, demonstrate, illustrate, interpret, solve, describe, explain, identify, summarize, cite, define, list, name, recall, state, order, perform, measure, verify, relate

While the verbs above clearly distinguish the action that should be performed, there are verbs to avoid when writing a learning objective. The following verbs are too vague or difficult to measure:

appreciate, cover, realize, be aware of, familiarize, study, become acquainted with, gain knowledge of, comprehend, know, learn, understand, learn

III. Leverage Bloom’s Taxonomy

Since Blooms taxonomy establishes a framework for categorizing educational goals, having an understanding of these categories is useful for planning learning activities and writing learning objectives.

Examples of Learning Objectives

At end of the [module, unit, course] students will be able to…

… identify and explain major events from the Civil War. (American History)

… effectively communicate information, ideas and proposals in visual, written, and oral forms. (Marketing Communications)

… analyze kinetic data and obtain rate laws. (Chemical Engineering)

…interpret DNA sequencing data. (Biology)

…discuss and form persuasive arguments about a variety of literary texts produced by Roman authors of the Republican period. (Classics)

…evaluate the appropriateness of the conclusions reached in a research study based on the data presented. (Sociology)

…design their own fiscal and monetary policies. (Economics)

Additional Resources

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain . New York, Toronto: Longmans, Green.
Writing learning objectives. http://sites.uci.edu/medsim/files/2015/03/Writing-learning-objectives.pdf

*****************************************************************************************

Richard Shingles, Lecturer, Biology Department

Richard Shingles is a faculty member in the Biology department and also works with the Center for Educational Resources at Johns Hopkins University. He is the Director of the TA Training Institute and The Summer Teaching Institute on the Homewood campus of JHU. Dr. Shingles also provides pedagogical and technological support to instructional faculty, post-docs and graduate students.

Images source: © Reid Sczerba, Center for Educational Resources, 2016

19 thoughts on “ Writing Effective Learning Objectives ”

The post is interesting. Can I share it?

Yes you may, just please link back.

I agree! Perfect to help my pre-service teachers! Thank you.

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From the viewpoint of SPECIFIC , isn’t it that singularity of behavior that can be measured rather than two behaviors at the same time as noted in your example “Identify and explain” is more preferable. I think combining two behaviors at the same time defeats the purpose of concise

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I agree with separating the two behaviors into two learning objective statements.

Thanks for the concrete suggestions for writing course objectives.

Quite helpful due to such clear explanations. Thanks.

I am especially drawn by the list of verbs and verbal expressions not to use in preparing learning objectives, some of which I had not considered but these expressions do express a level of noncommittal and ambiguity. This is useful information

I really appreciate this article, it has really helped me a lot. I will take what I learned from this article and apply the knowledge for when I create the online classes for the fall 202 semester and further into the future.

This was an excellent article. I appreciated both lists of verbs. The lists will help me in the future, and they’re a great resource to continually use.

Thank You for the clear and concise information.

Very good article on specific terms that identify what is required from the students.

I first learned of Bloom’s taxonomy when I took Applying the QM Rubric. This is a great guide to help me with articulating learning objectives and creative module and course level objectives.

Helpful to have specific examples in different content areas, thanks!

I appreciated the differences between concrete verbs and vague verbs.

Excellent description of what we should be listing for the students. In the pass, our objectives were vague and not always measurable other than quizzes, tests, written assignments, and exams. This proposal assures that each objective can be measured and provides the students how to determine their understanding and grasp of the materials and requirements.

Thank You: I enjoyed reading this, it was very helpful, I do plan to utilize it. Also, the GoEd, Article, How to successfully learn from Online courses, is broken, it returns as an error

How To Write SMART Learning Objectives & Outcomes

As a methodology first created for business management, SMART has since been adapted across numerous fields, including education. SMART objectives offer a structured framework to help educators design effective learning goals that are clear, focused, and reachable. They ensure that learners can understand what is expected from them, fostering a more efficient and meaningful learning experience.

What are SMART Learning Objectives?

The SMART framework breaks down learning objectives into five key characteristics: Specific, Measurable, Achievable, Relevant, and Time-bound. Each characteristic plays a pivotal role in creating a comprehensive learning goal that is practical, attainable, and aligned with overall educational targets.

George T. Doran first proposed the SMART framework in the November 1981 issue of Management Review . In his initial formulation, Doran’s A stood for “assignable,” meaning a task that can meaningfully be given to a specified individual. His R stood for “realistic,” a concept now captured by the latter-day “achievable” component.

In its current form, the framework offers a set of criteria that can be applied to any learning methodology to ensure that its content and assessment systems are fit for purpose.

The learning objective should be well-defined, clear, and unambiguous. Instead of setting a broad or generic goal, educators should aim to specify what the learner will achieve upon successful completion of the course or lesson.

Another way to think of this is to consider what the learner will be able to do or understand, having completed the course, that they couldn’t have done or understood beforehand. How will it change their work life, skillset, or understanding?

The objective must include criteria for measuring progress and outcome. This ensures that the learner’s progress can be tracked, and the effectiveness of the learning process can be evaluated.

With eLearning content , there are numerous ways to measure progress and comprehension, including completion percentages, internal quizzes, and final assessments. Various interactive tools allow for gamifying the process of measurement with puzzles and challenges that can be inserted into the course material to maintain interest and gauge understanding.

The learning objective should be realistic and attainable. While ambitious goals can be motivational, they should not be so challenging as to be unattainable, which might lead to frustration or discouragement.

Stepped courses with modules for complete beginners, intermediate-level learners and experts can help ensure that the student completes a course at a level they can manage. Courses should avoid being too lengthy or complicated, or the end goal can begin to seem unreachable.

Break down your course materials into slides, lessons, and modules to motivate students to persist, and reward completion stages with badges, congratulations, or other markers of success.

The objective should align with the learner’s broader educational or professional goals, ensuring the learning process is meaningful and applicable to their overall development. This is particularly important in mandatory training courses such as fire and safety training, first aid or DEI courses.

By tailoring courses to the day-to-day situations your students and employees will face, you will increase engagement.

If a course has an in-person element, make sure it incorporates time for students to discuss how each lesson relates to their own life or work. Lively discussions will follow, and the relevance of the topic will hit home.

Each objective should have a defined timeline, offering a clear deadline for when the learning goal should be achieved. This enhances motivation and allows progress tracking over time.

Run many trials of your courses and time how long it takes the average student to complete the various modules, then tweak the content and design accordingly. Experience has shown that an individual module should take no longer than 15 minutes to complete.

Another good idea is to give students a realistic notion of how long each part of the course will take to finish. This will allow them to allocate sufficient time for completion, without having to interrupt their flow.

Step-by-Step Guide to Writing SMART Learning Objectives

Creating SMART learning objectives involves six critical steps – an initial definitional stage and then one step for each concept in the SMART framework. By following these steps methodically, you’ll ensure your courses are well-designed and fit for purpose.

Step 1: Identify Desired Outcome(s)

Before setting an objective, identify the desired learning outcomes of the lesson or course. What should learners know or be able to do by the end? It’s a good idea to specify this up front to set expectations.

When you’ve devised the course, you can run tests and examine the achieved outcomes. Do they match your intentions when designing the course? If not, a rethink may be required.

Step 2: Be Specific

Use action verbs to precisely define what the learner will achieve. Clearly state the scope of the objective to eliminate ambiguity.

Here’s an example of a poorly written course objective:

“Students will gain an understanding of the basics of social media marketing.”

And here’s that objective written with more specificity (with action verbs in bold):

“Students will appreciate the different audiences of Facebook, Instagram, Twitter and TikTok, understand the marketing objectives that can be achieved using each one, and will practise using some marketing techniques to make best use of each medium.”

Step 3: Ensure Objectives are Measurable

Define clear, quantifiable criteria to evaluate progress and success. You might establish various methods of assessment, including quizzes, projects, or discussions.

Be very transparent upfront about what constitutes an excellent, good, or acceptable “pass mark.” While some courses pass or fail only (driver’s tests, for example), others have gradations of achievement.

It can be difficult to quantify comprehension of a complex topic with multiple choice questions, so if it is vital that students gain an in-depth knowledge of a complex subject, then it is better to include a project, in-person assessment or written essay.

Without some sort of measurable outcome, there’s a danger students can complete courses as “lip service” to the notion of education, without really learning anything.

Step 4: Ensure Objectives are Achievable

Consider the resources available and the learners’ current capabilities when setting objectives. This ensures that the goals are challenging but within reach.

It can be helpful to run a “pre-assessment” test or questionnaire to gauge current comprehension level. If you do so, make sure you stress that there is no good or bad level of achievement; you are simply trying to identify a place to begin.

Match your course materials to the age, reading level and/or educational level of your students. Don’t use overly complicated language when simpler terms will do.

Step 5: Ensure Objectives are Relevant/Personalised

Align the learning objectives with the overall goals of the course and the individual learner’s needs. This ensures the learning process is valuable and beneficial for the learner.

Online systems allow for a high degree of learning personalisation of courses, including offering modules in a range of languages or including various optional extras.

As well as making the course content fit students’ needs, you need to make sure the outcomes match what they’ll be able to use in their employment or day-to-day lives.

For instance, if you were teaching a course in beer-making in a microbrewery setting, but most of your students were likely to work in commercial breweries, it would be wise to tailor the outcomes to include those very different environments.

Step 6: Establish Deadlines/Timeframes

Set clear deadlines for each objective. Balance the time constraints with the scope of the objective to ensure it’s feasible within the given timeframe. This may involve a degree of trial and error as you’re designing the course.

There’s little more frustrating than being told a course must be completed in one hour, only to find that its quizzes are so lengthy and challenging that it takes twice as long to finish.

Examples of SMART Learning Objectives

Here are examples of SMART objectives in different settings:

Classroom Setting

“In this semester, students will improve their writing skills by composing and revising at least three essays, with each essay receiving a score of 70% or higher.”

Note that there is room for variation in this objective – some students may complete three essays while others may do more. 70% is an ambitious but not unrealistic goal if your student intake has been pre-selected for basic literacy.

Online Courses

“By the end of this 20-hour online photography course, participants will produce a portfolio of ten high-quality photographs demonstrating mastery of advanced lighting techniques.”

This course may use advanced photo analytics to judge whether specific lessons about dynamic range, composition, colour, focus and subject choice have been adhered to and demonstrated.

What’s especially good about this objective is that it specifies the completion time (20 hours) and work volume (ten photos) very precisely.

Professional Development

“Within six months, team members will complete an advanced project management course, implement new strategies in their work, and show a 20% decrease in project overruns.”

Although the 20% overrun reduction may prove ambitious, it’s likely that the course organisers have researched the difference between the effect on deadlines of trained versus untrained teams.

“Within six months” is time-bound, but allows some wriggle room, for learners who can complete their coursework more quickly. The objective promises real professional and personal development.

Each of the above examples is specific, measurable, achievable, relevant, and time-bound.

Benefits of Using SMART Learning Objectives

Enhanced focus and clarity.

SMART objectives provide clear and concise goals, aiding learners in understanding exactly what is expected. They ensure that a higher percentage of learners engage with course materials and see courses through to completion.

Improved Measurement and Assessment

Because they’re measurable, SMART objectives make progress tracking and outcome assessment easier and more effective. It becomes easier to demonstrate the efficacy of a course, and to identify places where materials can be improved in future iterations.

Increased Motivation and Engagement

Achievable and time-bound objectives motivate and engage learners by providing clear goals and a sense of urgency. They can foster a spirit of friendly rivalry too, as team members compete with one another to gain the best completion scores.

Common Mistakes to Avoid When Writing SMART Objectives

Here are some of the frequent pitfalls course creators face:

Avoid vague or overly broad objectives that fail to clearly state what is expected from the learner. These will not inspire excitement and may lead to students feeling adrift as they work through the course materials.
Avoid objectives without measurable criteria that offer no way to evaluate success. Neither the course creator nor the student is well-served by a course with no objective measure of achievement.
Avoid irrelevant content that students won’t be able to incorporate within their lives or working environment. If elements add to completion time but don’t contribute to course objectives, the content should be left out.
Lastly, steer clear of unattainable or unrealistic goals that may frustrate or discourage learners. This will reduce engagement and can cause you to receive poor reviews of your courses.

Strategies for Implementing and Monitoring SMART Objectives

Methods for effective implementation include:

Incorporating objectives into lesson planning and making sure they are at the forefront when designing a course.
Tracking progress and adjusting as necessary. Run numerous trials of your courses in the design stage, including participants at various levels of prior subject knowledge.
Providing regular feedback and support to learners. Take stock at various points during your course, either with recaps (for an online course) or in-person discussions of “what we’ve learned so far.” This helps learners feel they’re keeping up.

SMART is Objectively Better

Creating SMART learning objectives plays an important role in enhancing educational effectiveness. It enables learners to understand expectations, focus their efforts, and measure their progress.

As an eLearning company , Skillshub is committed to creating efficient and impactful learning experiences.

We incorporate these principles into our learning modules, providing a well-rounded eLearning platform and approach that caters to each learner’s unique needs and abilities.

Join us today to elevate your learning experience!

Sean McPheat

Sean is the CEO of Skillshub. He’s a published author and has been featured on CNN, BBC and ITV as a leading authority in the learning and development industry. Sean is responsible for the vision and strategy at Skillshub, helping to ensure innovation within the company.

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Updated on: 6 September, 2023

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Learning Objectives: What Are They and How Do I Write Them?

by Model Teaching | August 29, 2018.

Do you sometimes find yourself using the state standard as your learning objective because you are unsure of how to write one yourself? Or maybe you are just leaving them out all together? Find out what information you should be including in your student learning objectives, as well as how you should be using them in your classroom with this article.

Learning Objectives: What Are They & How Do I Write Them?

Have you ever heard the Lewis Carroll quote, “If you don’t know where you are going, any road will get you there”? Have you ever thought about its meaning? Without a direction or knowledge of where you are going, you will always end up in the exact same place – nowhere. This line speaks such truth in education. You can’t know what roads to take, or even know if you have arrived until first you know where you are headed!

Learning objectives are the key component to knowing where you are going. A learning objective is a statement, in specific and measurable terms that describes what the learner will know and be able to do after completing a lesson. When it comes to designing a great unit, or planning out your week of instruction, objective writing should be your first step. Only when you have clear learning objectives can you design activities that make learning engaging and interesting. Without having a solid grasp on what you want your students to know and be able to do, you are left to blindly pick and choose and hope the lesson is successful.

The Three-Part Learning Objective

Every effective learning objective has three main parts: the behavior, the condition, and the criterion. The behavior describes what the learner will be doing. It can be something as simple as matching a word with its definition, or it may be something more challenging such as creating a model. But it must be some form of an observable action verb. You want to avoid words such as “know”, “understand”, or “comprehend”. These actions are unobservable and therefore more difficult to measure mastery. You will also want to have only one verb when writing the behavior portion of your learning objective. Having multiple verbs in an objective can cause confusion when it comes to student mastery. Instead, either write them as two separate objectives, or choose the verb that is at the learning level of your students.

The second component an effective learning objective must contain is the condition. The condition gives specific and clear guidance to the student as to what they can expect when completing the behavior that is stated. For example, it may include specific information the learner will use, such as a specific formula, or it may list the tools or references the student will need in order to complete the behavior such as a dictionary, diagram, or T-chart. Don’t confuse this with the instructional activity or event that is occurring before the learning behavior. For example, “after finishing the book” or “after reading the chapter” is not considered a condition. These phrases do not list the tools or references that will be provided for the actual behavior. Instead they describe what is leading up to the behavior.

The final part of an effective learning objective is the criterion. This is the part of the learning objective that specifically tells the learner what they must do to show mastery of the objective. This can be done in one of three ways: by telling the degree of accuracy the behavior must be performed, by giving a quantity of correct responses that must be given, or by giving a time limit in which the behavior must be completed. Notice the list did not include a grade specific criterion. Grades are not the most effective way to give a student feedback; therefore they should not be used in a learning objective. There may be times when you feel a learning objective needs more than one criterion and that is perfectly acceptable. You may add as many as needed to clarify for students what is expected of them to show mastery.

Tips For Writing Effective Learning Objectives

Learning objectives should be student-centered. When writing learning objectives, make sure the focus is always on the student. They should always describe what the student will be doing, not what you will be teaching or what your instruction will look like. A learning objective should never be confused with a learning activity.
Make sure to use simple language all learners can understand. Learning objectives should be shared with students prior to the learning. This gives the learner a sense of purpose. Therefore, it is important that they are able to read and understand each word we use.
Keep the learning objective statement brief. Limiting your objectives to one sentence will help your learners focus better on what is expected of them, instead of becoming discouraged and overwhelmed by the wordiness.
Match the learning objective to the level of your students. When choosing an action verb for your objective, make sure it is at the same learning level as your students. For example, if you were introducing a new topic to your class, you would want to start them at a lower level and choose a verb such as “describe” or “list”. Using a Bloom’s Taxonomy verb chart can help with this.
Write objectives with outcomes in mind – not content. Your focus should be entirely on what a student should be able to do, not on the lesson itself. The lesson will develop out of the outcome, not the other way around. Remember, you need to know where you are going before you can choose your path to get there.

After writing your learning objectives, use a checklist like the one included to carefully examine each one. In order for an objective to be the most effective, it must meet each and every criteria.

Sharing Learning Objectives With Students

How many of us have written a learning objective on the board only because we are required to do so, and never do anything with it? I bet there are quite a few of us. We are missing out on a huge opportunity to improve student learning in the classroom when we do this. Learning objectives shape what students learn. When a student knows before hand what they are expected to learn, they are able to direct their attention towards those particular areas. There is a sense of purpose for their learning.

The most important step of sharing learning objectives is to ensure students actually understand the objective. One way we can do this is by engaging students in a discussion about the learning objective prior to the lesson. Ask questions such as:

What are we going to be learning today?
How does this relate to something we have already learned?
Why do you think it is important that we learn this?
When do you think we would use this in the real world?
How will you know if you have got it?

This gives students the opportunity to stop and process the information found in the objective. Classrooms where students understand the learning objective for the daily lesson see performance rates that are 20% higher than those where the learning objective is either unknown or unclear. (Marzano, 2003)

Now that you know what goes in to writing an effective learning objective and how to share it with your students, I challenge you to start each planning session with writing learning objectives. Let this guide the planning of your lessons. Then consistently start each lesson discussing the objective with your class. You will begin to see a change in student learning in your classroom.

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Learning Objective Checklist

Use this checklist to help you write your learning objective.

IMPLEMENTATION GOAL

Choose one subject area that you teach and start your next planning session by writing your learning objectives before deciding what lessons or activity you will be using. Use the downloadable checklist to check your objectives for effectiveness. Use these objectives to build your lessons off of for the week. Then each day start your lesson by discussing the objective with your class. Use the questions found in this article to lead the discussion. Do it for two weeks before adding in another subject area.

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Using Bloom’s Taxonomy to Write Effective Learning Objectives: The ABCD Approach

Bloom’s Taxonomy offers a framework for categorizing educational goals that students are expected to attain as learning progresses.

Learning objectives can be identified as the goals that should be achieved by a student at the end of a lesson. The objectives of a lesson describe the base knowledge and skills we want our students to learn from our lesson. Simply put it’s what the student can do after they unit has been introduced. Your choice of materials, topics and logical structured presentation of a lesson has a direct influence on the objectives or goals you want your students to achieve.

Domains of Bloom’s Taxonomy

Bloom states that learning occurs in three different learning domains: Cognitive, Affective, and Psychomotor.

Cognitive domain learning refers to the student’s ability to think and use their brain power. Psychomotor domain learning refers to a student’s physical ability to use an instrument or tool. Affective domain learning refers to the student’s ability to resolve conflict and their emotional stability and growth.

Cognitive domain

The cognitive domain is further divided into two sub-categories: Cognitive process dimension and the Knowledge dimension.

1.Cognitive process dimension

This domain involves the process we use to apply and showcase our intellectual skills. Ranked from lower to higher order complexities: remember, understand, apply, analyze, evaluate, and then finally create.

2.Knowledge dimension

Students have different ways of showcasing and applying their knowledge just as much as they learn in different ways:

Metacognitive: Learners focuses on contextualizing, self-knowledge, strategy, and cognitive tasks.
Conceptual: Learners focuses on theories, assemblies, categories and groupings, ideologies and generalizations.
Factual: Learners focuses on facts, specific details and terminology
Procedural: Learners focuses on using different algorithms, techniques and methods, following step-by-step guidelines for specific scenarios.

Basically, the cognitive domain refers to the kind of intellectual learners we are whereas the knowledge domain identifies the ways in which we use knowledge.

The cognitive process levels are categorized from lower-order to higher-order thinking skills: remember, understand, apply, analyze, evaluate, and create.


		Recall, identify, define, recite, repeat, select, label, quote, copy, list, name, state
		Interpret, exemplify, classify, summarize, infer, compare, explain, describe, indicate, translate, paraphrase, explain, discuss, report, rewrite
		Execute, implement, relate, sketch, calculate, demonstrate, estimate, illustrate, contrast, diagnose, identify, classify
		Differentiate, organize, attribute, select, combine, figure, find, solve, change, survey, compare, diagram, examine, test, modify
		Assess, check, critique, predict, argue, defend, estimate, judge, qualify, rate, support, recommend, appraise
		Generate, plan, produce, develop, construct, invent, manage, modify, organize, create, design, devise, formulate, invent, prepare, propose, construct

Affective domain

This domain refers to the emotional capability of an individual and in which ways they act and react towards is. It puts emphasis on five subjective influences such as values, emotions, motivations, appreciations, and personal attitudes.

The five levels under the Affective domain refers to Characterizing – To be able to manage and resolve. Organizing – to be able to formulate, balance and discuss. Valuing – To be able to support and debate. Responding – To be able to volunteer, work together and to follow, and Receiving – To be able to differentiate, accept and listen.


		Reply, use, describe, follow, locate
		Discuss, answer, perform, present, write
		Share, invite, explain, join, report, follow, justify
		Formulate, defend, prepare, arrange, integrate
		Influence, practice, perform, discriminate, propose

The learner can be affected and influenced in many different ways. Learning objectives need to meet the different needs of a learner.

Psychomotor domain

Psychomotor domain is the learning and combination of old and new skills that involves physical movements.

This domain categorizes skills in five different levels:


		Select, describe, detect, differentiate
		Answer, reproduce, copy, trace, grasp
		Fasten, measure, assemble, dismantle, stretch
		Vary, reorganize, change, adjust, rearrange

Once you understand the behavior of your learners you will be able to adapt your learning objectives according.

The third step in the ABC procedure is looking at the different conditions. Ask yourself when writing your lesson aims and objectives – What conditions am I surrounded in?

This can also refer to specific tools and materials a student may need to apply in the lesson as well as the classroom situation. If you have a very small classroom you can’t have a lesson objective where students should roam around and ask each other questions. You won’t get the outcome you desire. Do your students have the necessary equipment to be able to perform and achieve the lesson objective?

Think practically – What kind of equipment is available to you, are they necessary in order for you to achieve the aim? What kind of equipment should not be allowed in the classroom? Will the conditions of having too many things in the classroom be disruptive and hinder the learning outcome?

Remember that conditions influence the learner’s performance and in effect the overall behavior. The following examples does not describe conditions:

Given a three-part lecture.…
After completing this unit….
Given that the student has passed an introductory course….

The last step in the ABCD Approach is ‘Degree’. This basically refers to the level in which a learner should perform for it to be seen as credible. The learning objective should either be at its highest level, which means that the student can produce the aim with precision and without any mistakes. Leading to the lowest level where the student can’t produce the aim at all and are making many mistakes.

To which degree should the students be assessed against to be classified as ‘achieving the aim’?

The degree can be described as: A student can “successfully construct” or A student can “accurately describe.” Be sure to elaborate on ‘successful’ and ‘accurate’ to make sure the students are fairly assessed.

You can be more specific in your assessment criteria in stating: A student can “list all 12 moving parts” or A student can “name all parts of a machine.”

When writing down the degree to which students are assessed in your learning objective make sure that it’s stated accurately. Unacceptable criteria are vague for example: “must be able to make 80 percent on a multiple-choice exam” or “must pass a final exam” or “to the satisfaction of the instructor” are not precise enough and can’t count as a degree.

Rather change “To the satisfaction of the instructor” to “according to an instructor-supplied checklist of criteria.”

The assessment criteria should be easily measured by looking at the student’s performance.

Many instructors, teachers and facilitators don’t value the importance of writing learning objectives. It’s vital to any class and should be given some thought. Learning goals, aims and objectives should be very clear before doing any kind of lesson plan. A teacher should know what they are working towards in order for students to reach their full potential and achieve the aim of the class. Writing a decent and thorough learning objective shows competency and skill of the instructor.

Using the ABCD method (Audience, Behavior, Condition and Degree) will help you clarify your learning objectives and ultimately help you and your students achieve a better outcome.

Action Words and Phrases to Avoid

Your objectives should be free of vague or ambiguous words and phrases. Below are some of the action verbs that are not observable or measurable:

believe	capacity	comprehend	conceptualize
depth	experience	feel	hear
intelligence	know	listen	memorize
perceive	realize	recognize	see
self-actualize	think	understand	appreciate
acquainted with	adjusted to	anxiety	appreciation for
attitude of	awareness of	capable of	cognizant of
comprehension of	conscious of	enjoyment of	appreciation for
acquainted with	adjusted to	interested in	familiar with
feeling for	immaturity	insecurity	interest in
knowledge of	knowledgeable about	to become	to reduce

I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University.

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Instructional Guide

Writing Goals and Objectives

“If you’re not sure where you are going, you’re liable to end up some place else.” ~ Robert Mager, 1997

Instructional goals and objectives are the heart of instruction. When well- written, goals and objectives will help identify course content, structure the lecture, and guide the selection of meaningful and relevant activities and assessments. In addition, by stating clear instructional goals and objectives, you help students understand what they should learn and exactly what they need to do.

Course Goals

A course goal may be defined as a broad statement of intent or desired accomplishment. Goals do not specify exactly each step, component, or method to accomplish the task, but they help pave the way to writing effective learning objectives. Typical course goals include a number of subordinate skills, which are further identified and clarified as learning objectives.

A course goal may be defined as a broad statement of intent or desired accomplishment.

For example, an English 102 goal might be to prepare students for English 103. The goal “prepare students” specifies the big picture or general direction or purpose of the course. Course goals often do not specify student outcomes or how outcomes will be assessed. If you have difficulty defining a course goal, brainstorm reasons your course exists and why students should enroll in it. Your ideas can then generate course-related goals. Course goals often originate in the course description and should be written before developing learning objectives. You should also discuss course goals with your colleagues who teach the same class so that you can align your goals to provide students with a somewhat consistent experience of the course.

Course Goal Examples

Marketing course .

Students will learn about personal and professional development, interpersonal skills, verbal and written presentation skills, sales and buying processes, and customer satisfaction development and maintenance.

Physical Geography course

Students will understand the processes involved in the interactions between, spatial variations of, and interrelationships between hydrology, vegetation, landforms, and soils and humankind.

Theatre/Dance course

Students will investigate period style from pre-Egyptian through the Renaissance as it relates to theatrical production. Exploration of period clothing, manners, décor, and architecture with projects from dramatic literature.

General Goal Examples

Students will know how to communicate in oral and written formats.
Students will understand the effect of global warming.
Students’ perspective on civil rights will improve .
Students will learn key elements and models used in education.
Students will grasp basic math skills.
Students will understand the laws of gravity.

Learning Objectives

We cannot stop at course goals; we need to develop measurable objectives. Once you have written your course goals, you should develop learning objectives. Learning Objectives are different from goals in that objectives are narrow, discrete intentions of student performance, whereas goals articulate a global statement of intent. Objectives are measurable and observable, while goals are not.

Comparison of Goals and Objectives

Broad, generalized statements about what is to be learned
General intentions
Cannot be validated
Defined before analysis
Written before objectives

Objectives are

Narrow, specific statements about what is to be learned and performed
Precise intentions
Can be validated or measured
Written after analysis
Prepared before instruction is designed

Objectives should be written from the student’s point of view

Well-stated objectives clearly tell the student what they must do by following a specified degree or standard of acceptable performance and under what conditions the performance will take place. In other words, when properly written, objectives will tell your learners exactly what you expect them to do and how you will be able to recognize when they have accomplished the task. Generally, each section/week/unit will have several objectives (Penn State University, n.p.). Section/week/unit objectives must also align with overall course objectives.

Well-stated objectives clearly tell the student what they must do ... and under what conditions the performance will take place.

Educators from a wide range of disciplines follow a common learning objective model developed by Heinich (as cited by Smaldino, Mims, Lowther, & Russell, 2019). This guide will follow the ABCD model as a starting point when learning how to craft effective learning objectives.

ABCD Model of Learning Objectives

A udience: Who will be doing the behavior?
B ehavior: What should the learner be able to do? What is the performance?
C ondition: Under what conditions do you want the learner to be able to do it?
D egree: How well must the behavior be done? What is the degree of mastery?

Writing a learning objective for each behavior you wish to measure is good instructional practice. By using the model as illustrated in Table 2, you will be able to fill in the characteristics to the right of each letter. This practice will allow you to break down more complex objectives (ones with more than one behavior) into smaller, more discrete objectives.

Writing a learning objective for each behavior you wish to measure is good instructional practice.

Behavioral Verbs

The key to writing learning objectives is using an action verb to describe the behavior you intend for students to perform. You can use action verbs such as calculate, read, identify, match, explain, translate, and prepare to describe the behavior further. On the other hand, words such as understand, appreciate, internalize, and value are not appropriate when writing learning objectives because they are not measurable or observable. Use these words in your course goals but not when writing learning objectives. See Verbs to Use in Creating Educational Objectives (based on Bloom’s Taxonomy) at the end of this guide.

Overt behavior: If the behavior is covert or not typically visible when observed, such as the word discriminate, include an indicator behavior to clarify to the student what she or he must be able to do to meet your expectations. For example, if you want your learners to be able to discriminate between good and bad apples, add the indicator behavior “sort” to the objective: Be able to discriminate (sort) the good apples from the bad apples.

Some instructors tend to forget to write learning objectives from the students’ perspective. Mager (1997) contends that when you write objectives, you should indicate what the learner is supposed to be able to do and not what you, the instructor, want to accomplish. Also, avoid using fuzzy phrases such as “to understand,” “to appreciate,” “to internalize,” and “to know,” which are not measurable or observable. These types of words can lead to student misinterpretation and misunderstanding of what you want them to do.

…avoid using fuzzy phrases such as “to understand,” “to appreciate,” “to internalize,” and “to know,” which are not measurable or observable.

The Link Between Learning Objectives and Course Activities and Assessment

After you have crafted your course goals and learning objectives, it is time to design course activities and assessments that will tell you if learning has occurred. Matching objectives with activities and assessments will also demonstrate whether you are teaching what you intended. These strategies and activities should motivate students to gain knowledge and skills useful for success in your course, future courses, and real-world applications. The table below illustrates objective behaviors with related student activities and assessments.

Matching cognitive domain levels of learning (Bloom’s Taxonomy) with related student activities and assessments. Source: adapted from Penn State University (2007)
Level of Learning For Knowledge	Student Activities and Assessments
(facts, tables, vocabulary lists)	Self-check quizzes, trivia games, word games Vocabulary test, matching item quiz
(concepts)	Have students show examples/non-examples, student-generated flowcharts Equations, word problems with given set of data
(rules and principles)	Suggests psychomotor (hands-on) assessments, design projects and prototypes, simulations Checklists, videotape the session
or (problem-solving)	Case study, small group critical thinking, teamwork, pair share Essays, research papers, discussion questions
(synthesis, create)	Develop a portfolio, design a project Speech, presentation

Examples of Linked Instructional Goals, Objectives, and Assessments

Instructional goal .

Students will know the conditions of free Blacks during antebellum south.

Learning Objective

In at least 2 paragraphs, students will describe the conditions of free Blacks in pre-Civil War America, including 3 of 5 major points that were discussed in class.

A traditional essay or essay exam.

Instructional Goal

Students will know how to analyze blood counts.

Given a sample of blood and two glass slides, students will demonstrate the prescribed method of obtaining a blood smear for microscopic analysis.

Instructor observation of student demonstration in a lab using a criterion checklist of critical steps for objective scoring.

Students will understand how to interpret classic literature.

Learning Objective

Students will compare/contrast Shakespeare’s Merchant of Venice and Marlowe’s Jaw of Malta in terms of plot, character, and social-political themes.

Assessment

Instructional goals and learning objectives are the heart of your role as a learning facilitator. When written well, goals and objectives will assist you in identifying course content, help you structure your lecture, and allow you to select activities and assessments that are relevant and meaningful for learning. Make sure that you check with your department to determine whether they require certain learning objectives for a course, for example to align courses with Illinois Articulation Initiative (IAI) requirements for transferrable general education courses (see the current NIU Undergraduate Catalog section on “Illinois Articulation Initiative Core Curriculum).

Several sources are available that you can use to check the accuracy and efficacy of your learning objectives. The sources below provide checklists and other instruments to help you design effective and meaningful objectives.

Mager, R. F. (1997). Measuring instructional results: How to find out if your learning objectives have been achieved. (3 rd ed.). Atlanta, GA: CEP Press.

Mager, R. F. (1997). Preparing learning objectives: A critical tool in the development of effective instruction. (3 rd ed.). Atlanta, GA: CEP Press.

Penn State University, Schreyer Institute (n.p.). Learning outcomes assessment tutorial. https://sites.psu.edu/loatutorial/

Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019). Instructional technology and media for learning (12 th ed.). Upper Saddle River, NJ: Pearson.

Selected Resources

Gronlund, N. E., & Brookhart, S. M. (2009). Gronlund’s writing instructional objectives (8 th ed.). Upper Saddle River, NJ: Pearson.

Suggested citation

Northern Illinois University Center for Innovative Teaching and Learning. (2020). Writing goals and objectives. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide

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How to Write Objectives | A Step-to-step Guide | 2024 Updates

Astrid Tran • 22 April, 2024 • 7 min read

Objectives are needed for every aspect of life, work and education.

Whether you are setting objectives for academic research, teaching and learning, courses and training, personal development, professional growth, a project, or more, having clear objectives like having a compass to help you stay on track.

So, how to write objectives? Check out this article to get a complete guide on writing realistic and impactful objectives.

Table of Contents

How to write objectives of a project

How to write objectives for a presentation, how to write objectives for lesson plan, how to write objectives for a research, how to write objectives for personal growth.

More tips on how to write objectives

Frequently Asked Questions

Project objectives often focus on tangible results, such as completing specific tasks, delivering products, or achieving certain milestones within a defined timeframe.

Writing project objectives should follow these principles:

Start early : It is important to set your project objectives at the beginning of your project to avoid unexpected situations and employees misunderstanding.

Changes : Project objectives can be determined to address challenges of previous projects experience and seek to minimize potential risks prior to the project begins.

Achievement : An objective of a project should mention what success is. Different success is measured by specific and measurable objectives.

OKR : OKR stands for "objectives and key results," a managerial model that aims to set goals and identify metrics to measure progress. Objectives are your destination, while key results contribute to the path that will get you there.

Focus : Different project objectives might consist of related issues such as:

Customer satisfaction
Turnover and Retention
Sales and Revenue
Return on investment (ROI)
Sustainability
Productivity

For example :

The goal of the campaign is to improve the traffic by 15% before the end of the first quarter.
This project aims to produce 5,000 units of products in the next three months.
Add five new methods for clients to seek the feedback form in-product within the next three months.
Increase click through rate (CTR) engagement on email by 20% by the end of the second quarter.

Words and Phrased to avoid when writing learning objectives for students

Presentation objectives outline what you intend to accomplish with your presentation, which might involve informing, persuading, educating, or inspiring your audience. They guide the content creation process and shape how you engage your listeners during the presentation.

When it comes to writing presentation objectives, there are some notes to look at:

The questions "Why" : To write a good presentation objective, start with answering why questions, such as Why is this presentation important to your audience? Why should people invest time and money to attend this presentation? Why is your content important to the organization?

What do you want the audience to know, feel and do ? Another important of writing objectives for a presentation is considering the comprehensive impact your presentation has on the audience. This pertains to the informational, emotional, and actionable aspect.

Rule of three : When you write your objectives in your PPT, don't forget to express no more than three key points per slide.

Some examples of objectives:

Ensure the managers understand that without additional funding of $10,000, the project will fail.
Get commitment from the director of sales to a three-tier pricing proposal for customer Prime.
Get the audience to commit to reducing their personal plastic usage by signing a pledge to avoid single-use plastics for at least a week.
Participants will feel empowered and confident about managing their finances, replacing financial anxiety with a sense of control and informed decision-making.

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Learning objectives, often used in education and training, specify what learners are expected to gain from a learning experience. These objectives are written to guide curriculum development, instructional design, and assessment.

A guide on writing an objective for learning and lesson plan described as follows:

Learning objectives verbs : There is no better way to have learning objectives start with measurable verbs collected by Benjamin Bloom based on level of cognition.

Knowledge level: tell, uncover, show, state, define, name, write, recall,...
Comprehension level: indicate, illustrate, represent, formulate, explain, classify, translate,...
Application level: perform, make a chart, put into action, build, report, employ, draw, adapt, apply,...
Analysis Level: analyze, study, combine, separate, categorize, detect, examine,...
Synthesis Level: integrate, conclude, adapt, compose, construct, create, design,...
Evaluation Level: evaluate, interpret, decide, solve, rate, appraise, verify,...

Student-centered : Objectives should reflect the unique aspirations, strengths and weaknesses of each student, emphasize what students will know or be able to do, not what you will teach or cover.

Learning Objective Examples:

To recognize the power of different types of language
By the end of this course, students will be able to identify and develop data collection instruments and measures for planning and conducting sociological research.
By the end of this course, students will be able to identify their own position on the political spectrum.

Blooms-Taxonomy learning objectives verbs

The purpose of research objectives is congruent with research study outcomes.They articulate the purpose of the research, what the researcher intends to investigate, and the expected outcomes.

There are severals principles to follow to ensure a well-written research objectives:

Academic language : It is important to note that research writing is strict on the use of language. It is held to a high standard of clarity, precision, and formality.

Avoid using first-person references to state the objectives. Replace "I will" with neutral phrasing that emphasizes the research's intention. Avoid emotional language, personal opinions, or subjective judgments.

Pinpoint the Focus : Your research objectives should clearly articulate what your study aims to investigate, analyze, or uncover.

Specify the Scope : Outline the boundaries of your research by specifying the scope. Clearly delineate what aspects or variables will be examined, and what will not be addressed.

Maintain Consistency with Research Questions : Ensure your research objectives align with your research questions.

Frequently used phrases in research objectives

...contribute to the knowledge of...
...search for...
Our study will also document....
The primary objective is to integrate...
The purposes of this research include:
We attempt to...
We formulated these objective based on
This study searches for
The second gold is to test

Objectives for personal growth often focus on individual improvement on skills, knowledge, well-being, and overall development.

Personal growth objectives encompass various aspects of life, including emotional, intellectual, physical, and interpersonal dimensions. They serve as roadmaps for continuous learning, growth, and self-awareness.

Read one non-fiction book each month to expand knowledge in areas of personal interest.
Incorporate regular exercise into the routine by walking or jogging for at least 30 minutes five times a week.

Tips to write objectives for personal growth from AhaSlides.

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How to write objectives in general? Here are common tips for setting objectives of any field.

#1. Be concise and straightforward

Keep the words as simple and straightforward as much as possible. It is much better to remove unnecessary or ambiguous words that might lead to misunderstanding.

#2. Keep your number of objectives limited

Don't confuse your learners or readers with too many objectives. Concentrating on a few key objectives can effectively maintain focus and clarity and prevent overwhelming.

#3. Use action verbs

You can start each objective with one of the following measurable verbs: Describe, Explain, Identify, Discuss, Compare, Define, Differentiate, List, and more.

#4. Be SMART

SMART objectives framework can be defined with specific, measurable, achievable, relevant, and time-bound. These objectives are clearer and easier to understand and achieve.

⭐ Want more inspiration? Check out AhaSlides to explore the innovative way to get presentations and lesson engaging and fun!

What are the 3 parts of an objective?

According to Mager (1997), objective statements contain three parts: behavior (or, performance), conditions, and criteria.

What are the 4 elements of a well-written objective?

The four elements of an objective are Audience, Behavior, Condition, and Degree, called A-B-C-D method. They are used to identify what a student is expected to know and how to test them.

What are the 4 components of objective writing?

There are four components of an objective include: (1) the action verb, (2) conditions, (3) standard, and (4) the intended audience (always the students)

Ref: Indeed | Batchwood |

Astrid Tran

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How to Write Learning Objectives: 35 Examples

How do you write learning objectives? This article defines learning objectives for clarity and gives 35 examples of learning objectives.

Introduction.

Having clear learning objectives is crucial in conducting effective classes. These objectives serve as a roadmap for both educators and learners, outlining the specific knowledge, skills, and competencies that will be covered during the learning experience.

By clearly defining what students are expected to achieve, learning objectives provide a sense of direction and purpose, ensuring that the teaching and learning process remains focused and meaningful.

By setting clear learning objectives, educators can effectively plan their lessons, select appropriate teaching strategies , and design assessments that align with the desired outcomes. Students, on the other hand, benefit from having a clear understanding of what is expected of them, which helps to enhance their motivation, engagement, and overall learning experience.

In the following sections, we will explore various examples of learning objectives to provide a comprehensive understanding of their importance and how they can be effectively utilized in different educational settings.

But first, let’s look at three different definitions of learning objectives.

Learning Objectives Defined

Among these definitions, the most plausible definition for learning objectives, with my little modification to allow measurement, is the first one. This definition emphasizes the importance of specificity, which is crucial for effective teaching and learning.

I added “positive changes” because I believe that after a learning experience, the student must learn something useful or beneficial to advance his or her knowledge, skills, or attitude.

Specific statements that describe what learners should be able to do or positive changes that can be observed and measured after completing a learning experience. P. Regoniel

Therefore, the first definition aligns well with the purpose and function of learning objectives in educational settings.

Learning objectives play a crucial role in guiding the educational process and ensuring that students achieve the desired outcomes. By setting specific and measurable goals , educators can effectively design and deliver lessons that align with the desired learning outcomes .

In this section, I will provide examples of learning objectives in various subject areas, all of which are aligned with the definition of learning objectives chosen in the previous section. These examples comprise the course and their corresponding learning objectives.

1. Principles and Theories of Language Acquisition and Learning

2. human anatomy and physiology, 3. introduction to construction engineering.

Example Learning Objectives

4. Counseling Psychology

5. nutrition and diet therapy, 6. applied statistics, 7. introduction to earth science.

These examples demonstrate the diverse range of learning objectives across different subject areas. Each objective is specific, measurable, and aligned with the chosen definition of learning objectives. By setting clear expectations for what students should be able to do or understand, educators can guide the learning process effectively and ensure that students achieve the desired outcomes.

You may refer to Bloom’s Action Verbs as your guide in writing measurable learning objectives.

Learning objectives serve as a roadmap for both educators and students, outlining the expected outcomes of the learning process. By setting specific and measurable goals, educators can design and deliver lessons that align with these objectives. This helps to ensure that students gain the knowledge and skills for success.

The examples provided on how to write learning objectives in the previous sections illustrate how learning objectives can be applied in different subject areas. From principles and theories of language acquisition to human anatomy and physiology, construction engineering, counseling psychology, nutrition and diet therapy, applied statistics, and earth science, each objective is specific, measurable, and aligned with the chosen definition of learning objectives.

Start your class with the end in mind.

Innovations and education in the 21st century, thesis writing: what to write in chapter 5, the meaning and importance of curriculum development, about the author, patrick regoniel.

Dr. Regoniel, a hobbyist writer, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

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Writing Measurable Learning Objectives

When you begin creating a course, you want to design with the end in mind. The best way to approach this is to start by writing measurable, learning objectives. Effective learning objectives use action verbs to describe what you want your students to be able to do by the end of the course or unit. Aligning assessments with course expectations is much easier when you have written measurable objectives from the beginning.

Example: seven steps of the research process
Example: to know the seven steps of the research process (comprehension level)
Example: Describe these steps
Describe the seven steps of the research process when writing a paper.

Here are some examples of learning objectives we’ve seen and how we revised them:

Course level outcome examples

Original version: Understand the American criminal justice system.
Revised version: Describe the history of the American criminal justice system.

Understand is not a measurable verb, however the intent of the instructor was to have the students be able to describe, which is measurable.

Original version: Describe and create a social media plan for your organization.
Revised version: Create a social media plan for your organization.

Describe and create are two different levels of learning, and it’s strongly suggested that you avoid having more than one action verb. Create is a higher level of learning than describe, therefore it can be assumed that you will be able to describe the process prior to applying it.

Unit level examples

Original version: Understand elements of editing.
Revised version: Identify elements of editing, including composition, setting and lighting.

Understand is not a measurable verb , and it was too broad for a unit level objective. Therefore, we narrowed the focus.

Original version: Complete the quiz.
Revised version: None

Complete the quiz is an action item for the student, not a learning objective. If your assessment is being used to meet your objective, then you will want to write a measurable objective that describes the content of the assessment. For a course to meet the Quality Matters standards, it must have learning objectives that are measurable and the assessments must align with the learning objectives. For example, if your learning objective has the action verb “identify”, then you do not want to have an assessment that is above that level of learning, such as analyzing the topic. On the other hand, if you have an application level verb, such as “design”, then you do not want to assess the learning objective with only a multiple choice, knowledge level quiz. Remember, when creating assessments, look at the action verb being used for your learning objective and the level of learning to apply. Co-written with fellow Quality Matters expert, Steven Crawford. Bloom’s image created by Alyssa Robinson.

Join the conversation

Bloom’s taxonomy is useful as it facilitates assessment: By using Bloom’s Taxonomy, i have always tried to create assessments that are aligned with their learning objectives and that measure my students’ mastery of different types of knowledge and skills. It takes time and requires focus especially when setting end of semester examination.

Bloom’s taxonomy of learning levels has indeed created an effective foundation for the formulation of learning objectives, valued by a number of education practitioners as has shaped their assessments for learning at different levels. However, I concur ,to some extent, with the view of SOLO that knowledge cannot be just confined to the lower(est) level of the hierarchy (if I understand the argument correctly) , because knowledge should be foundation of all (6) levels of learning. I believe that without a basic knowledge/ understanding of something, it would be difficult to apply, create or evaluate it.

The 6 levels of learning from Bloom’s Taxonomy are applicable in Face to face, Blended and online learning. The emphasis on this or that level depends on the expected measurable learning objective as settled by the course developer/ the facilitator. I appreciate the QM standards and they will help me to improve my course from at all stages and consequently improve on students engagements in progressive self assessment on how the expected measurable and effective learning objectives are being achieved.

Helpful article about Bloom’s and excellent comments. Despite different viewpoints, all were beneficial.

i am studying for my Certified Nurse Educator exam and one of the practice exam questions calls for differentiating between course learning objectives, unit learning objectives and level learning objectives. Can some clarify how to tell the difference between these?

When writing an objective essay/paper, try to follow these tips: • Be specific instead of vague or general. … • Do not use opinionated, prejudiced, or exclusive language. … • Avoid using first person to keep it more professional and less about you. … • Try not to over exaggerate your writing. • Read more at https://www.essaypeer.com

In my view Bloom’s levels have zero support from psychology of thinking, learning or cognition or cognitive science or learning theory.

They are particularly PERNICIOUS because they devalue knowledge and practice

The so called ‘levels’ are simply different, PARALLEL features of expertise about a topic

The literature on EXPERTISE is relevant to learning objectives, Bloom is a red herring, For expertise see, e.g. Chase, Simonn, Chi,& particulalrly ERicsson and references therein

Ericsson, K. A., Krampe, R. T., & Tesch-R√∂mer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. Ericsson, K. A. (2009). Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments: Cambridge University Press. Anders Ericsson, K. (2008). Deliberate Practice and Acquisition of Expert Performance: A General Overview. Academic Emergency Medicine, 15(11), 988-994. http://dx.doi.org/10.1111/j.1553-2712.2008.00227.x

This is a sensible approach to the design of learning objectives. However, the following statement sounded alarms: ‘In Bloom’s Taxonomy, there are six levels of learning. It’s important to choose the appropriate level of learning, because this directly influences the type of assessment you choose to measure your students’ learning.”

This is exactly what’s wrong with Bloom’s taxonomy. Recommend investigating the SOLO taxonomy – far preferable for designing learning outcomes (and pretty much everything else.)

SOLO takes account of the fact that every level of understanding is underpinned by knowledge – this means you’re not having to limit your self to an “appropriate level of learning” and your assessment can be designed to help them make progress through the levels of understanding.

The SOLO taxonomy is certainly an interesting model; however, I feel that it is more geared towards a constructivist classroom. We prefer to use Bloom’s taxonomy for several reasons when designing our online courses: 1) the Quality Matter’s Rubric is the core of our online course design principles and the rubric focuses on measurable learning objectives, 2) very few faculty here are constructivist educators, 3) online education requires a tremendous amount of planning and design and therefore makes a constructivst model difficult to effectively implement, especially for large enrollment courses.

Personally, I like the idea of building knowledge comprehension in a survey course and then in advanced courses having the student apply, analyze, and evaluate using that foundational knowledge.

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Home Blog Inspiring Educators Examples of SMART goals and objectives or teachers and students

June 26th, 2024 by Ashlee Taylor

Examples of SMART goals and objectives or teachers and students

A teacher sits at a laptop, working on SMART goals.

Table of Contents

SMART goals in education

According to leading theorists Locke and Latham , students who set specific goals perform better at school than those who do not. Teachers can enhance their pupils’ performances by incorporating goal-setting into the classroom. But that’s not the only way goals can help in education. Goal setting is also important in career development, so teachers can—and should—set goals for themselves. The SMART methodology can help teachers and students to construct robust, specific goals. Teachers can use SMART objectives and goals to improve lesson structures, support their pupils’ education, and boost their career progression.

What are SMART goals?

SMART goals are goals with a structured framework that make them more realistic to achieve. People can use SMART goals for various purposes, including education, career growth, and personal development. SMART is an acronym which stands for the five things a goal needs to be:

S – Specific

SMART goals should clearly define the final achievement, who is responsible for it, and what steps a person needs to take to achieve it.

For example, a specific SMART goal for a pupil could be: “I will score over 80% on the end-of-term spelling test by making flashcards for any previous mistakes and revising for one hour every week.” The student is less likely to achieve a generic goal like “I will improve my spelling” as it’s unclear how they can get there.

M – Measurable

By quantifying your goals, you can objectively measure your achievement. It’s also easier to track your progress.

You should create a measurement framework to make a goal measurable. So, if a teacher wants to improve classroom satisfaction, they must set a benchmark. With Explain Everything digital whiteboards, teachers can invite their students to draw on the whiteboards and write a number based on how much they enjoyed or learned from a certain activity. Teachers can then take screenshots and measure the average scores over time.

A – Attainable

Goals need to be achievable – but not too easy.

You should also consider what you can control. It’s not necessarily achievable for a child to be “the best at basketball in school,” as they cannot control the progress of their peers. However, they can set themselves goals of how often they’ll practice and how much they’ll improve their shot accuracy.

R – Relevant

You need to understand why you’re setting a goal.

If a teacher wants to be a subject head, they might set SMART goals around furthering their knowledge and improving professional skills. General SMART goals relating to improving efficiency are probably less relevant, unless this was the reason they were being held back from promotion.

Some SMART methodologies use ‘Realistic’ as the ‘R’ instead. For a goal to be realistic, you need to be able to achieve it within the timeframe and with the resources available.

T – Time-bound

It should be clear when the goal needs to be completed.

To ensure SMART goals are effectively implemented in education, consider using time frames such as school terms, semesters, or years.

SMART goal examples

Once you understand the SMART acronym, it’s easier to set structured goals. Here are some examples of SMART goals for students and teachers.

SMART goal examples for students

Students may create SMART goals for studying in their own time or use them to improve their learning within lessons. They may define these goals independently or set them in collaboration with their teachers.

“I will learn my eight times table by practicing my flashcards for 10 minutes after school each day. I will use this knowledge to score 80% on the multiplication test in four weeks.”

Specific – This focuses on a specific multiplication table with a defined learning method.

Measurable – since there will be a test, the student can measure their success. They can also measure how much time they spend learning the eight times table.

Attainable – As the pupil has four weeks, 80% should be an achievable score. A teacher can advise what percentage is realistic when using test results as a measure of success.

Relevant – This goal is working towards a particular test.

Time-bound—Four weeks is enough time for the goal to be achieved, but it is not so long that the student will lose interest.

“I will read a book from my reading list four times a week for at least 30 minutes so that I can finish the books on my list by the end of term.”

Specific – “Read more” would be too vague, but reading from a defined book list keeps this goal specific.

Measurable – Reading time has been quantified.

Achievable – by breaking up the task into small amounts (30 minutes several times a week).

Relevant – A defined reading list ensures the goal’s relevance. These could be books related to current studies.

Time-bound – This is tied to the end of the term.

SMART goal examples for teachers

SMART goals for teachers can help them develop their careers, which in turn will help their pupils.

“I will secure a permanent role within my school by completing the required training program and applying for the position at the end of the semester.”

Specific – This is focused on securing an individual role.

Measurable – The teacher can measure the pass rate of their training program.

Attainable – As the goal-setter knows a permanent role will be available, it’s realistic to attain this. While the final hiring decision is out of their control, they’re in a good position to make this goal possible.

Relevant – This goal relates to the teacher’s career path. As the training program is required for the role, the main action is relevant.

Time-bound – The teacher needs to apply for the role by the end of the semester.

“I will increase student participation in the drama club by at least 25% by hosting one open audition per term. I will see these results by the end of the school year.”

Specific – The teacher is focusing on one extracurricular activity.

Measurable – The teacher can count the number of open auditions. Plus, they can measure the result by keeping a register of students attending the drama club.

Attainable – Aiming for a modest increase of 25% is realistic.

Relevant – If the teacher is connected to drama as a subject, this will be relevant.

Time-bound – The teacher can use the regular intervals of an open audition each term to keep themselves on target. The overall goal is also limited to a year.

What are SMART objectives?

While some people use the terms SMART goals and SMART objectives interchangeably, goals and objectives are different things. SMART goals relate to wanting to achieve a result, while SMART objectives are the steps towards achieving that result.

You can break down our SMART goal examples to see individualized objectives. For instance, for teachers who want to increase drama club participation, their goal is to grow student numbers, but their SMART objective is to run open auditions.

SMART objective examples

SMART objectives can form part of a broader SMART goal. While all SMART goals should be specific, some will still be large (e.g., a student wanting to pass a subject or a teacher wanting a promotion). In comparison, a SMART objective focuses on an action required to reach the goal (e.g., a student attending revision classes or a teacher taking a training course).

You can also use SMART objectives independently to approach tasks in a structured way.

SMART objective examples for students

If a student has a SMART goal of getting accepted into a university by securing the necessary grades by the end of the year, they’ll need SMART objectives to help them break this down. For example:

“I will improve my results in English and score at least 75% on the exam at the end of this term by attending a revision session every week.”

Specific – This relates to one subject and its exam.

Measurable – The student can measure the number of revision sessions they attend and their exam score.

Attainable—It’s important for the student to know what’s achievable. The student may want to work with their teacher to ensure that achieving 75% is realistic.

Relevant – The objective ties up to their overall goal of reaching university, as they need to perform well in English to secure a place.

Time-bound – As this objective leads to an exam, it is time-sensitive.

“I will become more organized in submitting assignments and avoid any late penalties by using my planner daily for the rest of the semester.”

Specific – Stating “I will become more organized” would be generic. However, this objective is specific because it’s about submitting assignments on time.

Measurable – The student can measure the number of late penalties that occur.

Attainable – Checking a planner every day requires commitment, but it doesn’t take up much time. This is achievable and should help the student avoid missing deadlines. Explain Everything offers built-in templates for organization , including a daily planner . While this planner has been designed for teachers, students can adapt it for themselves too.

Relevant – On-time submissions will increase the student’s likelihood of getting into university.

Time-bound – By connecting this to a semester, this is time-limited.

SMART objective examples for teachers

Teachers can also use SMART objectives.

If teachers set themselves a SMART goal related to seeking a promotion, they can also set the objectives to help them achieve this.

“I will upskill myself in people management by attending a relevant training program. I will have finished this course and received my certificate by the end of the year.”

Specific – The teacher has recognized a skill gap that could prevent them from getting promoted.

Measurable – The teacher can measure their attendance and pass rate of the training course.

Attainable – By attending a course, the teacher has a plan to improve people management. This makes it more achievable for them to grow this skill.

Relevant – The senior role will involve people management. Developing this skill shows proactivity, which could help them get the promotion.

Time-bound – The training course will finish at the end of the year.

“I will increase my chances of getting the promotion by practicing interview questions for at least 30 minutes a week for the rest of the term.”

Specific – The teacher knows there will be an interview and focuses on this element of the promotion process.

Measurable – The teacher can measure how long they spend practicing interview skills.

Attainable – This requires a relatively short amount of time, which is realistic in their schedule.

Relevant – Improving interview skills will help increase the teacher’s chances of successfully getting promoted.

Time-bound – By practicing this for the rest of the term, they have a set period to work on this skill.

How to set SMART goals in the classroom

Setting SMART goals and objectives can help teachers support their students’ learnings and further develop their careers.

With the SMART acronym, teachers can ensure that every lesson has a specific, measurable, attainable, relevant, and time-bound goal. SMART objectives can form part of lesson planning, and teachers can share these with pupils at the start of each lesson. This can help keep lessons focused and encourage everyone to adopt a SMART way of thinking—for school and beyond.

Explain Everything’s digital whiteboard allows teachers to create engaging lessons and help students reach their learning goals. Explain Everything also provides online content to inspire educators and support teachers to further develop their skills.

To start your Explain Everything journey, sign up for your free account today . Once you get acclimated, upgrade to Explain Everything Advanced. The advanced plan gives you unlimited projects and an incredible amount of features.

30+ Resume Objective Examples (Plus, Tips on How to Write Yours)

Resume objectives are a bit controversial. Some career experts see them as outdated, while others believe job seekers can still use them to their advantage. Although resume objective statements have slowly been replaced by resume summaries, they remain useful in certain situations—and that's why you should know how to write one, just in case.

For instance, if you're changing careers and your previous work experience doesn't quite match the new role you're after, an objective statement could help communicate your professional goals to the hiring manager. Likewise, if you're a recent graduate or looking to relocate, you could use this section of your resume to highlight these intentions.

We've gathered 32 resume objective examples—plus, some tips on how to craft one that grabs the hiring manager's attention.

What is a resume objective

A resume objective is a brief statement outlining your short-term career goals, usually one to two sentences long. It should be tailored to the specific job or industry you're pursuing and is placed at the top of your resume, just below the header.

What is a good objective for a resume, and when are they welcomed? That's what we'll show you in a moment.

When you should use a resume objective

Resume objectives aren't quite the norm these days, so they should be only used when you need to clarify why you're applying for that particular role or company. Here are three situations where using an objective statement is a good idea:

If you're doing a career pivot: A resume objective can guide recruiters on your career goals and prevent you from being disqualified when transitioning to a new field.
If you're changing locations: Applying for jobs outside your current state or city can leave recruiters uncertain about your location; a resume objective can clearly express your willingness to relocate.
If you're a recent graduate: Since you likely have little to no work experience to show, a resume objective can give a glimpse into who you are and what you aim to achieve.
If you've worked in a variety of roles: When your work history is all over the place, a resume objective statement can be a helpful tool to highlight your most relevant skills, experiences, and what you're looking for in your next role .

Resume objective vs. resume summary

A resume objective outlines your career goals and what you aim to achieve in a position, while a resume summary focuses on skills, accomplishments, education, and relevant experiences for the role.

“Think of the resume objective as your career aspiration and the summary as your professional snapshot,” says Angela Tait, People Operations Specialist and Founder of Tait Consulting . “The objective sets your sights forward, while the summary looks at your past and present achievements.”

How to write a resume objective

If you decide to write a resume objective, it'll be the first thing recruiters see on your resume, right after your name and contact information. This means their first impression will be based on how well-written your objective statement is. Here are key tips to do it right:

1. Mention your area of expertise

“Start by mentioning your area of expertise and the role you are applying for,” Tait says. This way, you let the employer know right away about your background and what you want to achieve professionally.

2. Show how you can add value to the company

Your objective statement—and your whole resume, actually—should be tailored to each job opening. “Personalize your resume objective by stating how you can add value to the company you're applying to,” Tait says. “For instance, ‘ Seeking to leverage my expertise in digital marketing to drive brand growth and engagement at XYZ Corp.’”

3. Highlight skills relevant to the role

Once again, to write an effective resume objective, keep in mind the role you're going for. “Focus on how your skills and interests align with that specific job opportunity,” says Conor Hughes, certified in Strategic Human Resource Management (SHRM) and HR Consultant at SMB Guide .

For example, for a software developer, skills in programming with languages like Java, C++, and Python are pretty important. Meanwhile, a graphic designer should highlight technical skills in creating and editing visual projects using tools like Photoshop, Illustrator, and Figma.

4. Optimize your statement for ATS machines

These days, most resumes get scanned by an ATS robot before reaching human recruiters. So, it's crucial to optimize your objective statement for these ATS machines. How? “Use keywords from the job description to show you have the relevant abilities they're looking for,” Hughes says.

If a job posting specifies “experience in copywriting” and “SEO optimization” as requirements, you should incorporate these exact keywords in your objective statement—and wherever else they fit on your resume. Using just “SEO” or only “copywriting” might not be enough; precision is key.

Need some help? Here's how to read the job description the right way —so you can stop sending resumes into the void.

5. Make it as concise as possible

Recruiters go through resumes really fast—that's one of the reasons two-page resumes aren't usually recommended. When writing your resume objective, keep it concise. “To one or two sentences max,” Hughes says. Remember, the goal is to give enough information about why you're applying for that role, not to share your whole life history.

32 resume objective examples to guide you

Now that we've covered the basics, here are 32 good examples of objectives for resumes categorized by job title and different professional situations, like career pivoting and entry-level positions. Use these examples as a guide, and don't forget to inject your own personality and core information.

General resume objectives examples

1. career change.

Copywriter with five years of experience, now transitioning into the UX Writing field, looking to leverage my writing and content creation skills to create digital experiences that drive business growth. Strong background in content strategy and data-driven decision making.

Find UX writer jobs on The Muse »

2. Relocation

Experienced customer service representative relocating to New York in July, seeking employment with an established customer support agency. I bring my strong communication skills , conflict resolution and customer retention ability developed in seven years working in the industry.

Find customer service jobs on The Muse »

3. Entry-level

Creative marketing graduate seeking a social media assistant entry-level position at a fast-growing marketing agency. My goal is to apply my strong storytelling and creative writing skills to create impactful content for clients and foster professional development.

Find marketing jobs on The Muse »

Compassionate and enthusiastic elementary school teacher with four years of experience teaching young students. Seeking to leverage my creative ideas, multitasking and organizational skills to create a safe and stimulating environment where children can play and learn.

Find teacher jobs on The Muse »

Registered nurse with three years of experience in patient care , currently specializing in pediatric nursing. Seeking to join the Grey Hospital nursing team and bring my knowledge of patient care and my critical thinking skills to foster a safe and empathic environment for patients.

Find registered nurse jobs on The Muse »

6. Journalist

Seasoned journalist seeking a News Reporter position at the USPN channel. I bring my five years of experience working on live television, interviewing sources, gathering and reporting information in fast-paced environments.

Find journalist jobs on The Muse »

Seeking a litigation paralegal position at The Law Group. I bring my three years of experience in conducting legal research, processing legal documents, and witness preparation for deposition and trial.

Find lawyer jobs on The Muse »

8. Architect

Experienced architect relocating to Houston, Texas in August. In my 10 years of experience in the architecture industry I was able to work both in industrial and residential projects, holding high proficiency in AutoCAD and Photoshop.

Find architect jobs on The Muse »

9. Real estate specialist

Passionate and proactive real estate specialist with solid experience in lease negotiation and facility management. Looking for a similar role to manage a real estate portfolio, implementing strategies to improve profitability and cost effectiveness.

Find real estate jobs on The Muse »

10. Waiter/Waitress

Seeking a waitress position at a local, family-led restaurant where my two years of experience in customer service and hospitality industry would contribute to create an exceptional experience to customers, guests, and clients.

Find waiter/waitress jobs on The Muse »

Resume objective examples for tech professionals

11. software engineer.

Software engineer with 5 years of experience in the banking industry, pivoting to the customer service industry to foster professional growth. Deep knowledge of object oriented programming, experienced with Java, C++, C#, Ruby, Python, and relational database schema design.

Find software engineer jobs on The Muse »

12. Software developer

Computer science graduate seeking an entry-level position as software developer. I bring my experience with Git, Java, and Python, as well as strong documentation abilities and communication skills .

Find software developer jobs on The Muse »

13. Data scientist

Experienced data scientist, seeking a senior position in the e-commerce industry. My goal is to leverage my ability to write complex and efficient SQL queries to extract data and translate business needs into analytical frameworks.

Find data scientist jobs on The Muse »

14. SEO analyst

SEO analyst, passionate about SEO and digital audience growth. 7 years of experience with site migrations, SEO analytics tools (Google Search Console, Chartbeat, Google Analytics, and SEMRush), reporting and sharing data insights, and making data-driven decisions.

Find SEO analyst jobs on The Muse »

15. UI/UX Designer

Mid level UI/UX Designer, seeking employment in a fast-growing tech startup. Solid experience with user-centered design principles, knowledge of responsive design, strong analytical and problem-solving skills.

Find UI/UX Designer jobs on The Muse »

Examples of resume objectives for creative jobs

16. content writer.

Results-driven content writer with two years of experience writing for blogs and websites. Skilled in SEO, creative copywriting, and storytelling, looking forward to applying my skills and creative ideas to help XYZ build an engaged audience.

Find content writer jobs on The Muse »

17. Graphic designer

Creative graphic designer seeking an entry level-position in the education industry. Proficient with InDesign, Illustrator, Photoshop, Figma, and After Effects, quick learner with strong time management skills.

Find graphic designer jobs on The Muse »

18. Video editor

Outcome-oriented video editor, proficient with Final Cut, After Effects, Adobe Premiere, and Photoshop. Seeking employment in the entertainment industry where I intend to apply my extensive experience in storytelling and project management to create engaging stories.

Find video editor jobs on The Muse »

19. Social media manager

Experienced social media professional, seeking a manager position at a high-growth company. I bring my in-depth knowledge of social media strategy and five years of agency experience creating content that is engaging and exciting to the community.

Find social media manager jobs on The Muse »

Resume objective examples for administrative roles

20. front desk.

Highly energetic tourism and hospitality graduate, looking for a front desk clerk position. 1.5 years of experience in customer service. Strong time management and organizational skills, attention to detail, ability to learn quick and adapt in fast paced environments.

Find front desk jobs on The Muse »

21. Receptionist

Looking for a receptionist position in the real estate industry. Three years experience in customer-facing roles, communication and leadership skills, ability to work with tight deadlines focusing on all aspects of a task or project.

Find receptionist jobs on The Muse »

22. Administrative assistant

Seeking an administrative assistant role in the healthcare industry. I bring five years of experience in customer service, advanced Excel skills, and ability to multitask to perform my duties in a timely and efficient manner.

Find administrative assistant jobs on The Muse »

23. Human resources

Human resources graduate, looking for an entry level human resources generalist position with ABC company to apply my strong verbal and written communication skills , analytical abilities, and proficiency in Microsoft applications to provide hands-on assistance to the HR team.

Find human resources jobs on The Muse »

24. Logistics

Logistics supervisor seeking a manager position at AABB company. I bring my extensive experience in global logistics operations and project management to enhance supply chain and logistics efficiency and achieve cost-effectiveness.

Find logistics jobs on The Muse »

25. Executive assistant

Seeking an executive assistant role at XYZ company. I'm an experienced professional with strong interpersonal skills, ability to multitask, and attention to detail to provide timely and high quality administrative office support to senior level leaders.

Find executive assistant jobs on The Muse »

26. Office manager

Experienced administrative assistant seeking an office manager position in a fast-paced work environment to apply my written communication skills, time management, prioritization, and planning abilities and provide exceptional service and foster professional growth.

Find office manager jobs on The Muse »

Resume objective examples for sales jobs

27. sales assistant.

Problem solver and team player sales professional, seeking a sales assistant position in a challenging work environment. I bring my experience supporting high acquisition organizations, willingness to learn, and winning team spirit to support sales teams.

Find sales assistant jobs on The Muse »

28. Sales manager

Dynamic sales manager seeking employment in the pharmaceutical industry to develop strategic sales plans and achieve revenue and market share objectives. Two years of experience in pharmaceutical sales plus three years of experience in general sales, excellent communication and leadership skills.

Find sales manager jobs on The Muse »

29. Cashier

Recent high school graduate looking for a cashier position at a company with a culture of recognition and excellence. One year of experience in retail sales, strong organizational, leadership, and communication skills to represent the company in a professional manner.

Find cashier jobs on The Muse »

Examples of resume objectives for finance careers

30. banking.

Seasoned relationship banker looking to secure an investment banking analyst position at Bank of America. 15 years of experience in the banking industry, advanced knowledge of banking transactions, strong interpersonal skills, and ability to develop and expand relationships with stakeholders.

Find banking jobs on The Muse »

31. Accounting

B.S. graduate in accounting seeking an entry-level accounting associate position to use my growth mindset, desire to learn, and organizational skills to ensure financial goals are achieved and foster professional development.

Find accounting jobs on The Muse »

32. Financial analyst

Chartered Financial Analyst (CFA) looking to secure a senior position in a competitive and results-driven work environment. 10 years of experience in financial analysis in banking and technology industries, advanced Excel and SQL skills, and ability to articulate analysis outcomes and relevant insights.

Find financial analyst jobs on The Muse »

Key takeaways

Resume objectives aren't the favorite of most recruiters, but they still serve a purpose. If you're career pivoting, relocating, applying for your first job, or have a diverse professional background, an objective statement can help the hiring manager understand your career goals and how they align with the job opportunity.

However, in other circumstances, using a resume summary might be more appropriate. (Here are 20 resume summary examples to make writing your own easier .)

Research Objectives

Ai generator.

Research objectives are specific goals or purposes that guide a study or investigation. They are clearly defined statements that outline what the researcher aims to achieve through their research . These objectives help to focus the study, provide direction, and establish the scope of the research design . They typically include the main questions or problems the research seeks to address and are essential for designing the methodology, data collection, and analysis processes. By defining research objectives , researchers can ensure their study remains on track and addresses the key issues relevant to their topic.

What Are Research Objectives?

Research objectives are clear, specific goals that guide a study’s direction and scope. They outline what the researcher aims to achieve, helping to focus the research, design methodologies, and guide data collection and analysis. These objectives ensure the research stays on track and addresses key issues relevant to the topic.

Examples of Research Objectives

To determine the impact of social media on adolescent mental health.
To analyze the effectiveness of online learning platforms in primary education.
To investigate the relationship between diet and cognitive function in adults.
To assess customer satisfaction with a new product line.
To explore the effects of climate change on local agriculture.
To identify key factors influencing employee job satisfaction in the tech industry.
To evaluate the success of a community health intervention program.
To compare the environmental benefits of electric vs. hybrid vehicles.
To examine the role of leadership styles in organizational performance.
To measure the economic impact of tourism in a specific region.

Examples of Qualitative Research Objectives

To explore the experiences of patients undergoing chronic pain management.
To understand the perceptions of teachers on the integration of technology in the classroom.
To investigate the motivations behind volunteerism in community service organizations.
To examine the cultural influences on dietary habits among immigrant families.
To assess the impact of workplace culture on employee morale in remote teams.
To identify the challenges faced by first-generation college students in higher education.
To analyze the role of social support networks in the lives of single parents.
To study the decision-making processes of consumers when choosing organic products.
To explore the lived experiences of individuals recovering from addiction.
To understand the factors influencing career choices among high school students.

Examples of Research Objectives in a Research Proposal

To investigate the effects of social media usage on high school students’ academic performance.
To explore the relationship between work-life balance and job satisfaction among healthcare professionals.
To assess the impact of urban green spaces on residents’ mental health in metropolitan areas.
To analyze the effectiveness of bilingual education programs in enhancing language proficiency among elementary students.
To determine the influence of corporate social responsibility initiatives on consumer loyalty in the retail industry.
To examine the role of leadership styles in fostering innovation within technology startups.
To identify barriers to accessing healthcare services in rural communities.
To evaluate the success of digital marketing strategies in small businesses.
To understand the factors affecting voter turnout in local elections.
To study the impact of remote work on team collaboration and productivity in the IT sector.

Research Objectives in Business

To evaluate the effectiveness of digital marketing strategies in increasing online sales.
To analyze customer satisfaction levels with the company’s new product line.
To investigate the impact of employee training programs on productivity.
To determine the key factors influencing consumer purchasing decisions in the retail industry.
To assess the role of corporate social responsibility in enhancing brand reputation.
To explore the relationship between workplace diversity and employee performance.
To examine the effects of remote work on team collaboration and company culture.
To identify market trends and opportunities for business expansion in emerging markets.
To study the influence of pricing strategies on customer retention and loyalty.
To measure the impact of leadership styles on organizational innovation and growth.

Why are Research Objectives Important?

Research objectives are crucial because they provide clear direction and focus for a study, ensuring that the research stays on track and addresses the specific goals set by the researcher. They help in the formulation of research questions and the design of the methodology, guiding data collection and analysis processes. Well-defined objectives make it easier to measure the study’s success and ensure that the findings are relevant and meaningful. They also enhance the credibility and reliability of the research by outlining a precise plan, making it easier for others to understand and replicate the study.

Importance of Research Objectives

Provide Clarity and Focus: Research objectives clearly outline what the study aims to achieve, helping to narrow down the scope and maintain a clear direction throughout the research process.
Guide Research Design: They help in formulating research questions and determining the most appropriate methodology, ensuring that data collection and analysis are aligned with the study’s goals.
Ensure Relevance: Well-defined objectives ensure that the research addresses specific, relevant issues, making the findings more meaningful and applicable.
Measure Success: They provide benchmarks against which the success of the study can be measured, making it easier to assess whether the research has achieved its intended goals.
Enhance Credibility: Clearly stated objectives enhance the credibility and reliability of the research by demonstrating a systematic and organized approach.

Types of Research Objectives

1. Descriptive Objectives

Descriptive objectives aim to describe the characteristics or functions of a particular phenomenon or population. These objectives focus on answering the “what” aspect of research. Example : To describe the demographic characteristics of smartphone users in the United States.

2. Exploratory Objectives

Exploratory objectives aim to explore new areas where little information is available. They seek to gain insights and familiarize the researcher with the subject area. Example : To explore the potential factors influencing consumer preferences for electric vehicles.

3. Explanatory Objectives

Explanatory objectives aim to explain the relationships or causality between variables. These objectives focus on understanding the “why” and “how” aspects of research. Example : To explain the relationship between social media usage and academic performance among college students.

4. Predictive Objectives

Predictive objectives aim to predict the future trends, behaviors, or outcomes based on current data or trends. These objectives are used to forecast and anticipate future scenarios. Example : To predict the impact of climate change on agricultural productivity over the next decade.

5. Evaluative Objectives

Evaluative objectives aim to assess the effectiveness or impact of an intervention, program, or policy. These objectives focus on determining the success or value of something. Example : To evaluate the effectiveness of a new employee training program on job performance.

Characteristics of Research Objectives

Research objectives are crucial components of any study as they define the purpose and goals of the research. Well-crafted research objectives provide clarity, direction, and focus to the study. Here are the key characteristics of research objectives:

1. Specific

Research objectives should be clear and precise, leaving no room for ambiguity. They should clearly state what the research intends to achieve. Example: Specific Objective: “To determine the impact of social media marketing on consumer purchasing decisions.”

2. Measurable

Objectives should be quantifiable, allowing researchers to assess the extent to which they have been achieved. This involves using metrics or indicators that can be measured. Example: Measurable Objective: “To measure the increase in sales by 15% after implementing a social media marketing campaign.”

3. Achievable

The objectives should be realistic and attainable within the scope and resources of the study. Setting achievable goals ensures that the research can be completed successfully. Example: Achievable Objective: “To survey 500 consumers within a three-month period to understand their social media usage patterns.”

4. Relevant

Objectives must be relevant to the research problem and aligned with the overall purpose of the study. They should address the key issues and contribute to solving the research problem. Example: Relevant Objective: “To analyze the relationship between social media engagement and brand loyalty among teenagers.”

5. Time-bound

Objectives should have a clear timeframe within which they are to be achieved. This helps in planning and maintaining the research schedule. Example: Time-bound Objective: “To complete data collection within six months and publish findings within one year.”

How to write Research Objectives?

1. identify the research problem.

Clearly define the research problem.
Understand the main issue or question you want to address.

2. Conduct a Literature Review

Review existing literature to understand what has already been done in the field.
Refine your research problem and identify gaps.

3. Define the Scope of Your Study

Determine the boundaries of your research.
Specify what aspects of the problem you will address and what you will exclude.

4. Formulate Specific Questions

Break down your research problem into specific, clear, and focused questions.

5. Use Action Verbs

Use specific action verbs such as “analyze,” “determine,” “evaluate,” “explore,” and “compare” to articulate your aims.

6. Be Clear and Concise

Ensure your objectives are clear, concise, and easy to understand.
Avoid ambiguous language and make each objective specific and measurable.

7. Align with Research Goals

Ensure that your objectives are aligned with the overall goals of your research.
Each objective should contribute to achieving these goals.

8. Prioritize Objectives

List your objectives in order of importance.
Focus on primary objectives first, followed by secondary ones.

9. Ensure Feasibility

Make sure your objectives are realistic and achievable within the scope of your resources, time, and capabilities.

10. Review and Refine

Review your objectives to ensure they are comprehensive and cover all aspects of your research problem.
Refine them as necessary for clarity and focus.

Advantages and Disadvantages of Research Objectives

Advantages of research objectives.

Clarity and Focus Objectives provide a clear direction, helping you stay on track. Example: “To study the impact of social media on teenagers’ mental health” keeps your research focused on a specific topic.
Guidance for Methodology They help in choosing the right methods and tools for your research. Example: “To test the effectiveness of new teaching methods” suggests using experiments and tests.
Measurement and Evaluation Objectives make it easy to measure success. Example: “To improve test scores by 15% with a new teaching method” provides a clear goal to aim for.
Resource Allocation They ensure efficient use of time, money, and effort. Example: If your objective is “To survey 500 people,” you can plan your resources accordingly.
Communication Objectives help explain your research to others. Example: Clear objectives can be shared in grant proposals to get funding.

Disadvantages of Research Objectives

Rigidity Objectives can be too rigid, limiting flexibility. Example: If new data shows something unexpected, a fixed objective might stop you from exploring it.
Over-Simplification They might oversimplify complex issues. Example: “To study the effect of diet on health” might ignore the many factors that influence health.
Bias Introduction Specific objectives can lead to focusing too narrowly. Example: Studying only the positive effects of a new drug might overlook side effects.
Pressure to Achieve They can create pressure to meet specific outcomes, risking research integrity. Example: You might feel pressured to show that a new teaching method works, even if it doesn’t.
Resource Constraints Some objectives may require more resources than available. Example: “To survey 1,000 people” might be hard if you have limited funds.

FAQ’s

Why are research objectives important.

Research objectives provide direction and focus for the study, ensuring that the research stays on track and addresses relevant questions.

How do you formulate research objectives?

Formulate research objectives by identifying key questions your research aims to answer, ensuring they are specific, measurable, achievable, relevant, and time-bound (SMART).

What is the difference between research objectives and research questions?

Research objectives outline the goals of the study, while research questions specify what the researcher aims to find out.

Can research objectives change during the study?

Yes, research objectives can be refined or adjusted as the study progresses, especially if new insights emerge.

How many research objectives should a study have?

The number of research objectives depends on the scope of the study but typically ranges from two to five.

How do research objectives relate to hypotheses?

Research objectives guide the study, while hypotheses are testable predictions derived from these objectives.

Can research objectives be qualitative or quantitative?

Yes, research objectives can be either qualitative, focusing on understanding phenomena, or quantitative, focusing on measuring variables.

How do you prioritize research objectives?

Prioritize research objectives based on their relevance to the research problem and feasibility within the study’s constraints.

What role do research objectives play in a literature review?

Research objectives help structure the literature review, guiding the selection of relevant studies and identifying gaps in existing research.

How do research objectives influence data collection?

Research objectives determine the type of data needed and the appropriate methods for collecting this data.

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Lifeguard Resume Example, Description, Skills & How to Write Tips for 2024
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Crafting a compelling lifeguard resume is a crucial step for anyone aspiring to safeguard the lives of swimmers at aquatic facilities. Whether you’re a seasoned beach lifeguard or seeking your first job as a pool lifeguard, your resume must effectively showcase your skills, certifications, and experiences to potential employers. This introduction will guide you through the essentials of lifeguard resume writing, helping you to stand out in a competitive job market.

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A strong lifeguard resume begins with a clear lifeguard job description for a resume. This section should detail your responsibilities, such as monitoring water conditions, ensuring the safety of patrons, and responding to emergencies with precision and calm. Including lifeguard responsibilities on a resume not only highlights your capabilities but also reassures potential employers of your commitment to public safety and your proficiency in maintaining a secure environment for swimmers.

Moreover, emphasizing your lifeguard training and certifications is crucial. Certifications in CPR, first aid, and water rescue are key qualifications that should be prominently displayed. These credentials demonstrate your preparedness to handle emergencies and your dedication to the role. Additionally, if you have experience in specialized areas such as teaching swimming lessons or managing aquatic activities, these should also be included to paint a full picture of your expertise.

Your resume should also reflect your ability to work well within a team, a critical aspect of lifeguard duties. Mentioning experiences where you collaborated with other lifeguards, led safety drills, or participated in team training exercises can further underscore your effectiveness as a team player.

Finally, for those aiming higher, transitioning from basic job-specific lifeguard resumes to a head lifeguard resume involves showcasing advanced skills and significant achievements in the field. This might include leadership roles, contributions to safety protocol developments, or special recognitions.

Throughout this article, we’ll delve deeper into how to structure your lifeguard resume, from choosing the right format to effectively describing your qualifications and experiences, ensuring you are well-equipped to land your next lifeguard position.

Lifeguard resume writing guide: Where to start?

When starting a lifeguard resume, begin with a clear lifeguard job description for a resume, outlining your core competencies and duties at previous aquatic facilities. Highlight your specific lifeguard experience, whether as a pool lifeguard or among beach lifeguards, showcasing your ability to adapt to different environments.

Emphasize any lifeguard training and certifications that qualify you to respond effectively in emergencies. Be sure to mention your qualities as a dedicated lifeguard and a team player, which are highly valued in the competitive job market and crucial for maintaining safety and efficiency at any aquatic facility.

Master lifeguard resume description

A master lifeguard resume should provide a comprehensive description of a lifeguard for a resume, highlighting advanced skills and extensive experience in the field. The key is to showcase your deep understanding of lifeguard responsibilities, emphasizing your expertise in ensuring the safety of patrons and managing complex aquatic environments.

Your resume should detail your proficiency in overseeing large pools or beaches, coordinating multiple lifeguards, and implementing safety protocols that have resulted in measurable decreases in incidents.

Include significant career highlights such as developing training programs for junior lifeguards, leading successful rescue operations, or innovating safety procedures that have been adopted across multiple facilities. These accomplishments illustrate your leadership and commitment to advancing the standards of lifeguarding.

In addition, underscore your ability to handle high-pressure situations with professionalism and effectiveness. By providing specific examples of how you've maintained or enhanced the safety of patrons, your resume will demonstrate that you are not just a participant in the field but a strategic thinker and leader in lifeguarding, making you an ideal candidate for senior-level positions.

Job-specific lifeguard resume templates

Creating a job-specific lifeguard resume requires a strategic approach to emphasize your qualifications directly relevant to the position you're targeting. It's crucial to detail lifeguard responsibilities on a resume, such as overseeing swimmer safety, executing effective surveillance techniques, and responding swiftly to any incidents in the water.

Highlighting specific career highlights that showcase your achievements in previous roles can set you apart. For instance, if you implemented a new procedure that markedly improved swimmer safety or successfully managed a large-scale public swimming event, these are accomplishments worth noting.

In each section, tailor your experiences to align closely with the job description. If the role focuses heavily on teaching swim lessons or handling first aid situations, prioritize these aspects.

This approach not only demonstrates your expertise but also illustrates your commitment to the core aspects of lifeguard duties—ensuring swimmer safety and maintaining a secure environment. By effectively aligning your resume with the employer’s needs, you enhance your chances of moving forward in the hiring process.

Lifeguard resume sample

Download this lifeguard resume example

In our lifeguard resume sample for a high school student, the applicant emphasizes abilities in water safety and CPR to showcase their readiness to handle emergencies. The resume also demonstrates the student's strong swimming skills and familiarity with water safety protocols.

Experience at community pools is detailed, reflecting the student’s proactive approach to gaining p ractical lifeguarding experience. Additionally, this lifeguard resume for a high school student lists school details, underscoring the ability to manage responsibilities and collaborate effectively with peers.

What to include in a resume for a lifeguard? Writing tips and examples

When considering how to describe lifeguarding on a resume, it's important to highlight your proficiency in monitoring pool areas, ensuring the safety of all patrons, and responding to emergencies effectively. Be sure to detail your certifications and training in areas such as CPR, water rescue, and first aid, which are critical to put on a resume for a lifeguard.

Include examples of specific instances where you successfully managed safety protocols or responded to incidents, demonstrating your practical experience and ability to act under pressure. Finally, emphasize soft skills like communication, teamwork, and problem-solving, which are essential for collaborating with other team members and ensuring a safe environment for swimmers.

How to write a resume objective on a lifeguard resume

When writing a resume objective or summary for a lifeguard position, it's crucial to immediately convey your capability, dedication, and the specific value you can bring to the role. A lifeguard resume objective should highlight your most compelling attributes, lifeguard experience, and how you can contribute to the safety and efficiency of the aquatic facility.

Begin your resume objective by clearly stating your primary qualifications and any critical lifeguard accomplishments. For instance, mention any notable experiences where you have ensured the safety of swimmers through vigilant monitoring and effective emergency response. This demonstrates not only your readiness to act in crises but also your ongoing commitment to public safety.

Example: "Dedicated and vigilant lifeguard with over three years of experience in overseeing busy community pool environments. Proven track record of enhancing patron safety through rigorous enforcement of pool rules and proactive identification of potential hazards. Adept in administering emergency care and CPR, aiming to leverage skills to maintain a safe and welcoming environment for all swimmers."

This lifeguard resume summary should reflect your ability to handle responsibilities with competence and care, aiming to reassure potential employers of your proficiency in creating a secure and enjoyable swimming atmosphere. Tailoring this section to mirror the specific needs and values of the employer can also significantly boost your resume’s impact.

Skills to list on a lifeguard resume

When crafting a lifeguard resume, it is essential to effectively showcase a comprehensive set of skills that align with the demands of the role. Lifeguard resume skills should encompass a blend of technical proficiencies, soft skills, and specialized knowledge that assures employers of your ability to maintain a safe environment and respond adeptly in stressful situations.

Technical skills include proficiency in monitoring water conditions to prevent potential hazards, executing water rescue operations, and providing emergency care. This should cover everything from performing cardiopulmonary resuscitation (CPR) and using an external defibrillator to managing emergency medical situations. Highlighting your ability to adhere to safety rules, recognize safety hazards, and mitigate safety incidents is crucial. It's also beneficial to mention any training in rescue skills, like the use of rescue buoys.

In addition to these hard skills, a lifeguard’s resume should reflect key soft skills. Effective leadership skills are vital, as they demonstrate your capacity to oversee patrons in swimming areas and ensure adherence to facility rules. Strong customer service skills are also important, as they ensure a high standard of customer service which contributes to overall customer satisfaction.

Communication skills are paramount for instructing patrons on safe swimming practices and for coordinating with team members during emergency response scenarios. Your ability to clearly articulate safety guidelines and pool rules ensures the safety of swimmers and promotes a culture of public safety within swimming pools and other aquatic environments.

Furthermore, organizational skills such as time management and the ability to efficiently manage response times are important for maintaining safe swimming environments during busy periods or in emergencies. These abilities help ensure a quick and effective response to emergencies, aid injured persons, and provide necessary medical assistance.

Lastly, include any experience related to swimming lessons, pool activities, or recreational activities, as these highlight your broader engagement with the community and recreational aspects of the job, enhancing your role beyond mere supervision and safety enforcement to also encompass educational and engagement responsibilities.

By integrating these skills into your resume, you demonstrate a robust capability to maintain patron safety and handle the complexities of lifeguard duties, making you a strong candidate for any lifeguard position.

How to include education on a lifeguard resume

When crafting a lifeguard resume, incorporating your educational background effectively can significantly enhance your appeal to potential employers. Using a resume builder can streamline this process, allowing you to organize your information clearly and professionally.

Start by listing your most recent educational achievements at the top. Include the degree or certification obtained, the institution's name, and the graduation date. For those aspiring to work at a water park or similar settings, emphasizing lifeguard certifications is crucial. Detail certifications such as CPR, First Aid, and Lifeguard Training, specifying the issuing organizations and validity dates of these credentials.

If you are part of a lifeguard team, you can also highlight any leadership roles or team-oriented projects you’ve undertaken within your educational framework. This demonstrates your ability to collaborate and lead in high-stakes environments.

Don’t overlook extracurricular activities, especially those related to aquatic activities. Participation in swimming clubs, water polo teams, or marine biology clubs can further underline your passion and aptitude for aquatic environments. These activities show a proactive engagement in relevant fields, making you a more attractive candidate for lifeguard positions.

By structuring your education section with these elements, you help employers quickly understand your qualifications and readiness for lifeguard roles, making your resume more impactful.

CVMaker offers specialized lifeguard resume templates designed to highlight the critical skills and experiences unique to the role. These templates help you effectively showcase your ability to ensure safety, manage pool operations, and execute rescues. With professional layouts and industry-specific tips, CVMaker empowers you to create a standout resume that catches the eye of potential employers, making your job application process smoother and more successful.

Key takeaways on building successful lifeguard resumes

Building a successful lifeguard resume is key to advancing in your job search. Knowing how to put lifeguard on a resume involves emphasizing your experience and skills, whether as a head lifeguard or a team member.

Highlight your ability to oversee safety, manage pool operations, and respond swiftly in emergencies. Tailor your resume to meet the specific needs of potential employers, showcasing your qualifications in a clear, concise manner.

By presenting a well-constructed resume, you demonstrate professionalism and readiness, significantly enhancing your chances of securing the lifeguard position you desire.

Next steps?

CVMaker specializes in transforming ordinary resumes into exceptional ones, including expert advice on how to make lifeguarding look good on a resume. Our services guide you in highlighting your lifeguarding skills, showcasing your abilities in surveillance, emergency response, and ensuring safety. With CVMaker, you can confidently present your lifeguarding experience in a professional format that grabs attention and opens doors to new opportunities.

1. How should I put work experience on a lifeguard resume?

On a lifeguard resume, list your work experience in a professional manner using bullet points to make your qualifications stand out. Start each entry with your job title, such as "Lifeguard," followed by the employer's name, location, and the dates of your employment. Under each job title, use bullet points to detail your responsibilities and achievements.

Highlight specific lifeguarding experience that showcases your ability to monitor and ensure the safety of pool patrons. Include any noteworthy lifeguarding achievements, such as improvements in safety protocols or successful emergency interventions.

For previous lifeguard positions, emphasize skills that demonstrate your ability to manage a safe aquatic environment and collaborate with a team. This organized presentation of your professional experience helps prospective employers quickly assess your qualifications and readiness for the role.

2. What do you say in a lifeguard interview?

In a lifeguard interview, emphasize your commitment to the safety of pool patrons and your ability to maintain a vigilant watch over the aquatic environment. Discuss specific instances where you effectively used your interpersonal skills to manage situations or resolve conflicts among swimmers. Demonstrate your understanding of emergency protocols and how you apply them.

Show prospective employers your proactive approach to safety and readiness to act in emergencies. Highlight any training or certifications relevant to the role, and convey your enthusiasm for contributing to a safe and enjoyable swimming environment.

3. Does lifeguard look good on a resume?

Yes, including a lifeguard description on a resume looks very favorable. It showcases a range of relevant skills such as vigilance, quick decision-making, emergency response, and strong communication abilities. These skills are highly transferable and valued in various roles, emphasizing your capability to handle responsibility and maintain safety.

Detailing your experience as a lifeguard can effectively highlight your ability to work under pressure and as part of a team, making it a compelling addition to your resume for a variety of positions.

4. How do you describe lifeguarding on a common app?

When describing lifeguarding on a resume, focus on your responsibilities and the skills you've developed. Start by stating your role in maintaining safety in an aquatic environment. Highlight tasks such as monitoring water conditions, enforcing safety rules, and conducting rescues. Emphasize your ability to remain vigilant, respond quickly to emergencies, and provide first aid.

Include your certifications in CPR and lifesaving. Showcase soft skills like communication, teamwork, and problem-solving. This will demonstrate your competence in managing a safe aquatic environment and your dedication to public safety.

5. How do I write a cover letter for a lifeguard?

To write a compelling cover letter for a lifeguard position, start with a strong introduction that captures your enthusiasm for the role and explains why you're a good fit. Mention where you found the job listing to make your application feel more personalized.

In the body of the letter, highlight your relevant certifications (like CPR and lifeguard training), skills, and any experience that pertains to lifeguard duties. Even if you haven’t worked as a lifeguard before, include related experiences like volunteering, sports involvement, or roles requiring vigilance and quick response.

Emphasize qualities that are critical for a lifeguard, such as strong observational skills, physical fitness, the ability to remain calm under pressure, and effective communication skills. Conclude by expressing your eagerness to contribute to a safe and enjoyable environment for swimmers and thank the employer for considering your application. Keep the tone professional and the letter concise to make a strong impression.

6. How do I make a lifeguard resume with no experience?

Creating a lifeguard resume with no experience involves focusing on relevant skills, education, and volunteer work. Start with a strong objective statement that communicates your enthusiasm and readiness to learn lifeguard duties. Highlight any coursework or training in first aid, CPR, or water safety to show preparedness for maintaining a safe environment for swimmers.

For entry-level lifeguards, emphasize transferable skills such as strong communication, teamwork, and the ability to remain calm under pressure, which is crucial for effective lifeguarding. Include any experience in customer service, sports, or volunteer work that demonstrates your ability to supervise and ensure safety, even if not directly related to lifeguarding.

Lastly, mention your physical fitness and ability to meet the physical demands of the job, which are important in creating a secure environment for swimmers. Use a clean, professional layout to make your resume easy to read.

7. How many pages should a lifeguard resume be?

A resume for lifeguard jobs should ideally be one page long, especially if you're early in your career or have concise experience relevant to the position. This length is sufficient to highlight lifeguard skills, certifications, and relevant experiences without overwhelming the hiring manager with unnecessary information.

For an experienced lifeguard with extensive experience across different aquatic environments or leadership roles, it might be appropriate to extend to a second page if necessary. However, focus on concisely presenting information that directly supports your candidacy for the lifeguard position, ensuring each point is relevant and impactful.

Keep your resume streamlined and targeted to showcase your qualifications effectively.

8. Is there a special format to use for a lifeguard resume?

For a lifeguard resume aimed at securing a lifeguard position, it's crucial to use a format that emphasizes relevant skills and experiences. Start with a clear objective or summary statement that highlights your commitment and key qualifications. Follow with sections on certifications (like CPR and First Aid), education, and specialized training pertinent to lifeguard operations.

Experience should be detailed with bullet points that describe responsibilities and achievements, such as managing pool safety protocols, performing rescues, and maintaining facility cleanliness. Include soft skills like communication and teamwork, which are essential in emergencies.

Keep the layout professional and easy to read, using headings and concise language to ensure your qualifications stand out. This specialized format will help convey your expertise in lifeguard operations and readiness for the role.

Dive into your next lifeguard position with CVMaker's specialized resume templates ! Crafted specifically for lifeguards, our templates highlight your qualifications, certifications, and lifesaving skills, ensuring you stand out in a sea of applicants. Whether you're a seasoned veteran or new to the pool, CVMaker helps you showcase your expertise in a clear, professional format. Start creating your standout resume today—your next opportunity awaits!

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UNH Extension Seeks Assistant Producer, Marketing and Communications

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Under general supervision of UNH Extension’s marketing and communication manager, create engaging, educational and creative content that promotes the programmatic objectives of UNH Extension. Remote computer work will include managing social media accounts, editing website pages, writing articles and compiling newsletter content. The assistant producer is well versed in multimedia, willing to learn new software programs and adept at social listening. The successful candidate will use the following software on the job: Microsoft 365 (including Teams), SharePoint, Adobe, and Wrike (project management). Must be able to travel to programs and offices in Rockingham and Hillsborough Counties monthly to take photos and videos and must be available for occasional night and weekend work.

Manage all Extension flagship social media channels and collaborate with work study students to create engaging social media content
Review student work, make suggestions for improvements and schedule social posts
Work to grow engagement and followers and promote Extension events and program areas
Write content, create social media images and graphics and manage paid ads using Facebook Ads Manager
Stay on top of social media best practices
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Respond promptly to questions from followers
Serve as a website editor for Extension’s website, occasionally posting blogs, resources and events
Edit pages as needed, including staff bios, to ensure accuracy and consistency
Write/edit blogs and stories for the Extension newspaper, website, Radius magazine and other outlets as needed
Interview staff, volunteers, N.H. residents and students to aid in writing stories
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Attend Extension events to take photos, capture content or interview attendees for marketing purposes
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Other duties as assigned
Bachelor’s degree in communications or closely related field, and one year of related communications, media or marketing experience
Experience working in teams
Effective oral, written and visual communication skills
Computer literacy and skills
Must have reliable transportation to travel around the state to attend events, conduct interviews and attend meetings. Mileage will be reimbursed at the current federal rate.
Availability to work occasional evening and weekend hours
Related work experience in higher education marketing and communications
Experience with at least some of the following: Microsoft 365 (including Teams), SharePoint, Adobe, Wrike project management software'

The University System of New Hampshire is an Equal Opportunity/Equal Access/Affirmative Action employer. The University System is committed to creating an environment that values and supports diversity and inclusiveness across our campus communities and encourages applications from qualified individuals who will help us achieve this mission. The University System prohibits discrimination on the basis of race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability, veteran status, or marital status, genetic information, and political orientation. Application by members of all underrepresented groups is encouraged. Hiring is contingent upon eligibility to work in the U.S.

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Medical Assistant Resume Examples & Writing Tips

Medical assistant roles are a great start to a healthcare career for both medical graduates and mid-career switches. To grab an excellent opportunity, you need to showcase your dedication to people, empathy, agility, and communication. You need a well-written medical assistant resume. In this guide, you’ll learn how to build a powerful resume and elevate your healthcare career with actionable tips and realistic examples.

Key sections to include in a medical assistant resume

A medical assistant resume follows the same foundational structure that other applications do: an informative header, a resume summary or objective, work experience, education, and skills. You can also enhance your resume with a few bonus sections, such as languages and volunteer experience.

Let’s take a look at how to build the ideal medical assistant resume structure with real examples for each section.

Your resume header is the very first section of your resume and includes your personal details, including:

Phone number
Email address
Location (city and state)
LinkedIn URL

This gives the hiring manager a central location for your contact details so they can easily contact you if they’re interested. It also gives them options, whether they want to contact you via email, phone, or LinkedIn message.

Here’s an example of a resume header for a medical assistant:

Steve Markus Medical Assistant 555-2437 [email protected] Salt Lake City, Utah linkedin.com/stevemarkus/

Resume summary or objective

Resume summaries and objectives both accomplish the same goal: they quickly tell the hiring manager your top qualities and why you’re a great candidate.

The primary differences between them include:

Summary : Describes your work experience and achievements. Usually used by professionals who have been in the field for a few years.
Objective : Describes your skills and aspirations. Usually used by students and people undergoing a career switch.

Because this role is commonly entry-level, let’s take a look at a medical assistant resume objective:

Compassionate medical student with a Bachelor’s degree in Healthcare Administration and 2 years of experience in patient care. Expertise in conducting examinations and lab tests, attending to patients and answering questions, and recording vital signs, blood pressure, and heart rate. Excited to provide empathetic care to the patients at Priority Care Medical Clinic.

Work experience

Your work experience is the number one qualification that hiring managers look for – every recruiter wants to see a relevant work history on your resume that correlates to their open role.

Start by providing your job title, and then list the company name, location, and date of employment. Finish each entry with three to four bullet points of your most impactful, relevant achievements.

Here’s an example work entry:

Medical Assistant Care Plus Health Facility, Cedar City, Utah February 2019 – May 2024

Monitored and recorded patients’ vital signs, including blood pressure and heart rate, maintaining 100% accuracy and leading to more effective care
Answered patient questions diligently and accurately regarding nutritional programs, treatment procedures, and medical supply availability
Contributed to a team of more than 15 doctors, associates, and nurses, leading to smooth office operations and enhanced patient care

Not every medical assistant role has strict educational requirements, but it’s still important to mention all the educational certifications you have. Some employers expect a Bachelor’s or Associate’s degree, and some simply like to see helpful healthcare certifications from a community college.

Keep this section short and informative – include your degree’s name, the institution where you got it, its location, and your graduation date.

Here’s an example:

Bachelor of Science, Healthcare Administration Utah Tech University, St. George, Utah September 2014 – May 2018 GPA: 4.0

Hard & soft skills

Medical assistants must provide high-quality patient care, which requires strong technical abilities like handling laboratory specimens, in addition to soft skills like empathy and communication. These capabilities are even more important to get right if you’re building a medical assistant skills resume – but we’ll talk about that in depth below in our tips.

Here are the top hard skills for a great medical assistant resume:

Monitoring and recording vital signs
Patient care
Clinical operations
Calendar management
Patient management
Pediatric care
Patient relations

Here are the best soft skills for a medical assistant resume:

Communication
Active listening
Organization
Collaboration and teamwork

Optional sections

The above elements are essential, these next ones are optional but can help reinforce your qualifications and make you stand out.

The usual optional sections are:

Volunteer work
Hobbies and interests
Certifications

Volunteer work is a great addition to a medical assistant resume. Add any experience you have working with people, especially in a healthcare environment, like volunteering at an elderly care facility.

Ensure these bonus sections fit gracefully into your resume – don’t stuff them in. It could look unnatural and push your resume into multiple pages. Take the time to find the resume template that accommodates your optional sections perfectly.

Tips for writing an MA resume

Let’s review a few tips and tricks for building a successful medical assistant resume. You’ve learned the essentials, but the following advice elevates your resume and makes it stand out from the crowd.

Tailor your resume for each application

It’s easy to send the same resume to every company, but it isn’t recommended. Take the time to thoroughly read the job description and tailor your resume to match, using the same terminology and mentioning relevant skills and achievements.

This shows the hiring manager that you understand their needs and you’re exactly what they’re looking for. It also helps you build an ATS resume that easily bypasses a company’s applicant tracking system (ATS).

Check out our large library of resume articles for even more tips on how to tailor your resume and what it can do for you.

Quantify your achievements

Adding measurable metrics to your achievements gives them depth and shows the impact you made in your previous work. Simply listing responsibilities doesn’t show the hiring manager much, and it reads a bit like a “to-do” list.

Consider the outcomes of your work and quantify the accomplishments in your resume summary and work entries. Here’s an example:

“Communicated effectively with patients and answered delicate questions, leading to a patient satisfaction rate of 98% according to surveys.”

Build a functional resume

Many medical assistant roles are entry-level, meaning that job seekers may not have extensive work experience. This isn’t a problem – simply use a functional resume structure .

A medical assistant skills resume focuses on skills over work experience, listing each skill like work history and giving a bullet list of how you’ve used it. This helps put focus on your abilities and transferable skills and how they make you an excellent fit for the role, regardless of experience.

Check out our nurse resume examples for ideas on which skills to showcase.

Showcase your compassion with a great medical assistant resume

An excellent medical assistant resume isn’t hard to make, and this guide is handy for both certified medical assistants and job seekers new to the field. Just remember our helpful tips:

Quantify your achievements to show the outcome of your work
Use a skills-based resume to emphasize your abilities
Leverage optional sections to add extra depth to your qualifications
Focus on your people skills, compassion, and empathy

Let’s put these tips to use while they’re fresh in your mind. Try CVwizard’s Resume Builder to craft a professional medical assistant resume today.

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How to Write an Educational Objective: 10 Steps (with Pictures)
4. Put it all together. Once you've laid out the stem statement, chosen your verb, and identified the outcome, put it all together to form an educational objective. Say you're teaching a high school English class and, for one lesson, you're teaching symbolism.
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Make sure the objective is measurable and achievable. An example of a training objective derived from a learning objective is: Learning Objective: "The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.".
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How to write objectives for learning. Here are some steps you could follow to develop clear and concise learning objectives: 1. Reflect on important skills for students to develop. Learning objectives typically discuss the abilities learners gain from taking your workshop or course.
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Step 2: Find a state standard you wish to cover with the objective. Add the short-hand abbreviation to the end of the objective. For example, let's say you are teaching Geometry, and want to use standard "G-GMD.3: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.". This standard covers several shapes, so ...
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Steps for Writing an Objective. 1. Write each objective beginning with the phrase "After participating in this session, attendees should be able to . . . .". 2. Choose a verb that matches the desired level of knowledge or skill (see information on Bloom's Taxonomy below). Verbs should indicate specific, measurable, and observable behaviors.
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Create Program Learning objectives that will be addressed multiple times in your core course offering. Identify which objectives are addressed in what course. Identify assessments, direct, indirect, formative, summative to assess whether the students have attained the desired learning. Assess all objectives multiple times to map a continuum of ...
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This part of the objective will describe the situation of the participants. Degree of Mastery: This part of the objective is closely tied to the change in behavior, as it stipulates the degree of the change. Try labeling each of the four components in your objectives to make sure you didn't forget anything.
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Instead, either write them as two separate objectives, or choose the verb that is at the learning level of your students. The second component an effective learning objective must contain is the condition. The condition gives specific and clear guidance to the student as to what they can expect when completing the behavior that is stated.
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Learning goals, aims and objectives should be very clear before doing any kind of lesson plan. A teacher should know what they are working towards in order for students to reach their full potential and achieve the aim of the class. Writing a decent and thorough learning objective shows competency and skill of the instructor.
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1. Writing effective learning objectives will a. Help you clarify the goals and objectives of your course b. Help the student understand what is important and valued by the course director. c. Facilitate objective and effective evaluation of students . 2. The LCME requires it. "The faculty of a medical school define its medical education program
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On the other hand, Turkish teachers stated that in the items "Writing a short answer question," "Writing true-false questions," "Writing a question in matching type," "Following student development with portfolios," and "Using rubrics to score student work" and "Taking measures to increase objective scoring."
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Medical Assistant Resume Examples & Writing Tips
A medical assistant resume follows the same foundational structure that other applications do: an informative header, a resume summary or objective, work experience, education, and skills. You can also enhance your resume with a few bonus sections, such as languages and volunteer experience.

How to Write an Educational Objective

Planning Your Objective

Writing Your Educational Objective

Reviewing Your Objectives

Sample Objectives and Things to Include and Avoid

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Part 1: The Basics of Lesson Planning

The Five rules of writing objectives

Anatomy of an Objective

Locating the Mississippi State Standards

Writing Objectives, Step by Step

Step 3: Choose a Bloom’s Taxonomy verb.

Step 4: Decide on the topic covered.

Step 5: Add the appropriate DOK level.

Other thoughts

What do the students already know?

“What objectives support and/or complement this objective?”

Prospective Students

Faculty and Staff

Current Students

Alumni and Friends

Writing Measurable Course Objectives

What do good course objectives look like?

Difference between Objectives and Assessments:

Bloom’s Taxonomy:

How do course objectives differ from module objectives?

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Writing Effective Learning Objectives / Educational Objectives

How to write learning objectives

Learning objectives should have the following S.M.A.R.T. attributes

BLOOM’s Taxonomy

Putting it Together

Assignments/Measures

Action Verbs

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The Ultimate Guide to Writing Learning Objectives: Definitions, Strategies and Examples

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Key elements to consider

3 steps to writing learning objectives

Bloom’s Taxonomy

Action verbs

The SMART strategy

Recommended Readings

25 Effective Instructional Strategies For Educators

The Complete Guide to Effective Online Teaching

5 Steps to Writing Clear and Measurable Learning Objectives

1. Identify the Level of Knowledge Necessary to Achieve Your Objective

2. Select an Action Verb

KNOWLEDGE

SKILLS

4. Check Your Objective

Audience:

5 . Repeat, Repeat, Repeat

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The Innovative Instructor

Writing Effective Learning Objectives

I. Use S.M.A.R.T. Attributes

II. Use Behavioral Verbs

III. Leverage Bloom’s Taxonomy

Examples of Learning Objectives

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How To Write SMART Learning Objectives & Outcomes

What are SMART Learning Objectives?

Step-by-Step Guide to Writing SMART Learning Objectives

Step 1: Identify Desired Outcome(s)

Step 2: Be Specific

Step 3: Ensure Objectives are Measurable

Step 4: Ensure Objectives are Achievable

Step 5: Ensure Objectives are Relevant/Personalised

Step 6: Establish Deadlines/Timeframes