If you are the course coordinator for a course, you have to formulate the learning objectives for the course. They have to be approved by the Study Board. Learning objectives are, along with the teaching activities and the exam, what constitutes the alignment of a given course.
The learning objectives set up the frames for the teaching activities and they have to reflect the progression of the study program. The individual learning objectives are formulated so they describe what the students have to perform at the exam and at the same time correspond with the competency profile for the specific study program. Courses at CBS normally have 3 – 5 Objectives.
Make sure that your students understand the connection between learning objectives, teaching, and exam.
Developing clear and measurable student learning objectives is one of the most important steps when designing or re-designing a course. Defining what students will be able to do, perform, or produce as a result of successfully completing a course will help you identify the course content and learning activities best suited for your course. Having a clear vision of the student learning outcomes will also guide you with identifying meaningful assessments to determine if students are meeting the learning outcomes.
Bear in mind that bachelor students may have more difficulties understanding the formulated concepts. Here are a few verbs that clearly differentiate between different levels of learning.
|Describe, identify, classify||Explain, identify problems, compare||Evaluate, develop, create|
|Without a deep understanding of the structure||A clear understanding of the structure||Understanding across structures|
You can find more inspiration for writing your learning objectives here: Learning taxonomies.
Writing Learning Objectives – Risbo (link)
Student Learning Outcomes, University of Delaware (link)
Design and teach a course, Carnegie Mellon University (link)