Worksheet 1: Setting Course Goals and Objectives
The following template poses questions for reflection about your course. As you think of your answers, craft a
learning objective to capture the specific behavior related to your response. Bloom's Taxonomy is a resource that
may help you better articulate the specific knowledge, skill, or ability level related to your response.
Setting Course Goals and Objectives
Question for Reflection Resources Response Learning Objective
What are the most important
knowledge and skills GW Strategic Plan for
students gain by studying in Academic Excellence
What does your course Departmental mission
contributes to that statement
knowledge and skill base?
Program goals and objectives
What do you want students accreditation requirements
to know or be able to do at
the end of your course? Learning Objectives set forth
in your/course syllabus
What do students think are Industry and market-driven
the most valuable skills or standards
abilities they have developed
from taking this course? Prior knowledge necessary for
success in further study in the
What do students think is the discipline
most important knowledge
they have gained from taking Bloom's Taxonomy - to help
this course? define goals and objectives -
what specific student
behaviors, skills, or abilities let
What do existing course
you know this goal is being
descriptions state about the
What distinguishes this Teaching Goals Inventory
course from other courses in
the department or program? Consider what deliverables
might convince a skeptic that
your students are achieving
How do your course goals your learning goals and
and objectives contribute to objectives
general education, program,
and major goals?
Bloom's Taxonomy of Learning Objectives
Bloom's Taxonomy helps you to consider the level and type of performance expected of students in your program.
The following table identifies levels of performance across three domains: cognitive, affective, and psychomotor.
Level 1 is the simplest level of performance; Levels 5 and 6 are the most advanced. The verbs noted may be of
particular assistance as you develop effective learning objectives for your course.
Cognitive Domain Affective Domain Psychomotor Domain
1 Know, recall, define, match, Allow, show alertness, watch, Choose, describe, detect,
name, list, outline, observe, listen, acknowledge identify
Comprehend, recognize, Volunteer, respond, report, react, Begin, display, explain
2 locate, identify, summarize, inquire, help, comply
Apply, solve, demonstrate, Complete, choose, display, Copy, trace, reproduce
3 organize, illustrate propose, prefer, study, initiate,
Analyze, classify, relate to, Adapt, adhere, alter, classify, Assemble, mend, manipulate,
4 map, compare/contrast, infer, integrate, generalize, defend, construct, calibrate
refute, interpret explain, rate, organize
Synthesize, construct, create, Behave, continue, devote, Adapt, alter, revise, rearrange
plan, design, speculate endorse, exemplify, uphold,
5 advocate, self-reliant (on
individual projects), cooperative
(on team work)
Evaluate, prioritize, persuade, Compose, initiate, originate,
assess, predict, criticize combine
Sources: OAPA Handbook, COURSE-Based Review and Assessment: Methods for Understanding Student
Learning (2001). Amherst, MA:UMass Amherst.
Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I,
cognitive domain. New York ; Toronto: Longmans, Green.
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.