Learning Objectives

Before creating any assessments, write down all the learning objectives of a lesson or unit first. Objectives should be neither too broad nor too specific. Broad objectives are virtually useless in designing test questions because there are too many possible assessment questions that could assess the learning outcomes (Worthen et al., 1999).

Appropriate objectives communicate a clear set of expectations and provide students with opportunities to generalize or apply knowledge and skills in a broader context. When appropriate, focus more on higher learning by helping students authentically apply what they learn. See learning objectives workshop on how to write measurable objectives.

Do not include only objectives that are easy to measure and ignore the difficult ones. Advanced and innovative technologies may help facilitate that. Also brainstorm ideas with your colleagues, assessment experts, and/or instructional designers on how to measure difficult objectives. From time to time, revisit those objectives to make sure they are still relevant (Worthen et al., 1999). 

Reflection

• Do you have learning objectives for a lesson or unit before creating any assessments?
• Do you include all objectives for the lesson or unit, not just the easy ones to measure?
• Are any of the learning objectives too narrow or too broad?

Reference

• Worthen, B. R., White, K. R., Fan, X., & Sudweeks, R. R. (1999). Measurement and assessment in schools (2nd ed.). New York, NY: Addison Wesley Longman.

What's Next?

We will discuss the test blueprint.