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=Learning objectives are linked explicitly throughout learning and assessment activities using consistent language.=

Evidence
Unless objectives are stated clearly and are fixed in the minds of both teachers and students, tests are at best misleading; at worst, they are irrelevant, unfair, or uninformative (Mager 1997). Some statements have the appearance of objectives but contain no performances, therefore they are not objectives. Once objectives are created the assessments must be consistent with the objectives.

‘A learning objective must clearly communicate not only the content of the aim and the action to be taken, but also how what it describes can be assessed as having been achieved’ (Laurillard 2002, p. 182). Furthermore, ‘a well written objective will prescribe the form of the test items by which the objective can be assessed.’ (Mager 1997, p. 148)

Rust (2002) describes Biggs (1999) ‘constructive alignment’. This is the process whereby teachers identify learning outcomes, then design appropriate assessment to assess if the outcomes are met, and finally, design learning opportunities so that students are ready to face the assessments. This ensures that learning objectives are linked explicitly to learning activities (see also ‘backwards design’ (Wiggins & McTighe 2005)).

Ellis et al. (2009) studied what it is that students perceive as most relevant in terms of e-learning. They also note correlations between e-learning approaches and outcome variables. ‘Significant strong correlations were found between the deep approaches, the e-learning variables, perceptions of the quality of e-learning, and achievement. We interpret these results as evidence for the careful structuring and design of e-learning activities and resources’ (p. 316). They further note that in order to enhance the e-learning experience we must illustrate the value of various activities. ‘Some awareness-raising about the nature and purpose of submissions and online feedback would be a useful teaching strategy if we wish to improve the quality of e-learning’ (p. 316). Students need to be guided through the e-learning activities. Sometimes there is resistance to participation or a low perception of the value of contributions by staff and students because the learners don’t understand the link between objectives and activities.

Resources
Many web resources offer guidelines to writing good instructional objectives based on Mager’s (1984) and Bloom’s (1956) work, e.g.:

http://med.fsu.edu/education/FacultyDevelopment/PDF/writingobjectives.pdf

http://www2.gsu.edu/~mstmbs/CrsTools/Magerobj.html

http://classweb.gmu.edu/ndabbagh/Resources/IDKB/develop_objectives.htm

http://www.e-learningguru.com/articles/art3_4.htm