II.1 Course learning objectives describe outcomes that are measurable
II.2 Learning objectives address content mastery, critical thinking, core learning skills
II.3 Learning objectives are clearly stated & understandable to student
II.4 Instructions on how to meet learning objectives are adequate and easy to understand
II.5 Learning objectives are articulated & specified on the module/unit level

Measurable learning objectives ensure instructors precisely describe what students are to gain from instruction, and then guide instructors to accurately assess student accomplishment. Objectives should describe student performance in specific, observable terms. If this is not possible, (e.g., internal cognition, affective changes), check for clear indications that the learning objective is meaningfully assessed.

Special situations: In some cases, objectives for the course are institutionally mandated and the individual instructor does not have the authority to change them. For such cases, review Standard II.1 in connection with Standard II.5 below. If the specific learning outcomes on the module/unit level are measurable but the institutionally mandated learning objectives for the course are not, Standard II.1 should be considered as met for scoring purposes. Please note in the "comments" box that the institutionally mandated learning objectives for the course are not measurable.

Examples of measurable objectives:

• Select appropriate tax strategies for different financial and personal situations
• Develop a comprehensive, individualized wellness action program focused on overcoming a sedentary life-style

Alignment: This standard is included in Alignment. (Critical course components work together to ensure that students achieve the desired learning outcomes.)

Examine the learning objectives (course and unit level) as a whole for all three types of skill. Every single objective may not contain all three components.

Content mastery should be appropriate for the type and level of the course. Ask the Subject Matter Expert (SME) for guidance.

Critical thinking skills may include the ability to:

• Distinguish between fact and opinion
• Distinguish between primary and secondary sources
• Identify bias and stereotypes
• Evaluate information sources for point of view, accuracy, usefulness, timeliness, etc.
• Recognize deceptive arguments

Core learning skills may include:

• Written and oral communication skills
• Manipulation and organization of information in various ways or using different tools
• Understanding what one knows and how one knows it, and also understanding what one does not know and what one needs to find it out.

Alignment: This standard is included in Alignment. (Critical course components work together to ensure that students achieve the desired learning outcomes.)

Students can easily grasp the meaning of the learning objectives. Use of jargon, confusing terms, unnecessarily complex language, and puzzling syntax are avoided.

Special situations: In some cases (check the Instructor Worksheet), objectives for the course are institutionally mandated and the individual instructor does not have the authority to change them. For such courses, review Standard II.4 in connection with Standard II.5 below. If the specific learning outcomes on the module/unit level are clearly stated and understandable to the student but the institutionally mandated learning objectives for the course are not, Standard II.4 should be considered as met for scoring purposes. Please note in the "comments" box that the institutionally mandated learning objectives for the course are not clearly stated and understandable.

Instructions may take various forms (e.g. narratives, bulleted lists, charts) and may appear at different levels within the course, such as module-based or weekly assignment sheets. Instructions are clear and complete.

Examples:

• Module-based or weekly assignment pages in narrative, bulleted list, or chart form, indicate a list of steps that guide the student to meet learning objectives for each week
• Information indicates which learning activities, resources, assignments, and assessments support the learning objective
  

Module or unit level objectives may be written by the instructor or come from the textbook. If no module or unit level objectives are found or referenced on the website, reviewers should communicate with the instructor to gather more information.

"The Quality Matters™ program (www.qualitymatters.org) is sponsored by MarylandOnline, and was supported in part by the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education."