L1 3 4

=Teaching staff are provided with support resources (including training, guidelines and examples) on assessing student achievement of learning objectives. =

Evidence
Mager (1984) explains that useful objectives contain an Audience, Behavior (performance), a Condition, and a Degree (criterion). An instructional objective describes an intended outcome of instruction rather than an instructional procedure. An objective always states a performance, describing what the learner will be doing when demonstrating mastery of the objective.

Resources
Milne & White (2005) collect together twenty-three sets of e-learning quality guidelines from an array of geographical regions. Such guidelines, or something like them, should be part of the support offered to staff by their organizations. Staff need guidelines, and examples of good practice.

It is important not to confuse outcomes or goals with the set of objectives to get there. An objective is a statement that describes the main intent or performance you expect of the student. If the performance happens to be covert, add an indicator behavior to the objective by which the main performance can be known. Make the indicator the simplest and most direct one possible (Mager 1984).

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

Also, there are online resources explaining how to use learning objectives to enhance learning:

http://www.boxesandarrows.com/view/focus_on_the_student_how_to_use_learning_objectives_to_improve_learning

http://www.ehow.com/how_5118628_assess-learning-outcomes.html