Writing Learning Goals

GOAL ANALYSIS

This brief outline is based on Goal Analysis (R.F. Mager, 1997, CEP Press).

An instructional goal is a statement that describes, as specifically as possible, a learner’s end state after instruction has been completed.

Here are some examples of valuable but abstract instructional goals:

Learners will appreciate the sociological problems created by twentieth-century technology.
Learners will understand the impact of domestic economic policies on environmental issues.
Learners will view science as questions that are constantly being reframed and investigated.

The five steps of goal analysis help to clarify abstract goals into specific and measurable outcomes.

1. Write goal ideas down.
Write down a goal, using whatever words are comfortable. The goal should describe an outcome – what learners can do or are. The goal should not describe the process by which the learners will get there. For example, write, “Learners will understand” instead of “Learners will develop an understanding of…”

2. Describe “how you know it when you see it.”
Think about the rough goals you have written and ask yourself what proof would you accept that the learner has reached your outcome. For example, what proof could you ask for to know whether a learner understands? If a student wanted to test out of your class, what specific performances or behaviors would you accept as proof that the student had already achieved the goal of your class? Write out descriptions of your acceptable proofs.

Here are some possible proofs for the abstract goals listed above:

The student describes sociological problems that are created by increased technology.
The student explains domestic economic policies’ impact on environmental issues.
The student describes contrasting scientific theories explanation of the same phenomena.

There are usually many behaviors or performances that could provide proof that a learner has reached an instructional goal. At this point, write as many as you want.

3. Check for redundancy and unclearness
Because so many different kinds of proofs might apply to the same goal, there might be repeats in your list. Weed out any proofs that seem to duplicate one another. Also, weed out any proofs that on second thought do not seem to apply.

With the ones that are left, ask yourself the question, “What do I really mean by this?” For example, what does the word “describe” mean to you? What does the word “explain” mean?

You may need to go through this questioning phase more than once, if new “fuzzy” words arise as you articulate your visions. This step seems simple and is described in a short few paragraphs, but it is a key step in goal analysis.

4. Decide how much proof you need in a given situation
Describe the situation in which the student will perform and describe what degree of performance will be considered acceptable.

For example:

Given a specific example of technology, the student will describe three sociological problems that have resulted due to its use.
The student will select a current and specific domestic economic policy and explain the impact it would have on a given environmental issue.
Given a named scientific phenomenon, the student will describe explanations for the phenomenon using two contrasting scientific theories.

The situation in which the student performs is the “given.” The degree of acceptable performance includes considerations such as the number of examples, the sophistication of the discussion, and the acceptable level of error.
5. Check again for redundancy or unclearness.
Review your descriptions of performance again, checking for duplications or unclear statements. Basically, repeat Step 3.

Finally, ask yourself: “If a student achieved or demonstrated each of these performances, would I be willing to say he or she has completely achieved the goal of the course?” When you can answer yes, the analysis is complete. You have generated specific, clear, and measurable learning goals for your course.