Which statement describes a well-formed learning objective?

Which statement describes a well-formed learning objective?

• A. It uses only broad statements.
• B. It lists the content to be covered.
• C. It contains a specific action verb, a beginning and end, and is observable and measurable.
• D. It is designed for instructor convenience.

Answer: (C)

A well-formed learning objective clearly states what the learner will do in observable, measurable terms, using a precise action verb and including the conditions under which the performance occurs and the standard by which success is judged. This structure makes the objective assessable and focused on learner performance, not just what content will be covered. By specifying an action (what the learner will do), the context (when/where it happens), and a criterion (how well it must be done), you can reliably measure whether learning has happened and to what level. That matches the description of a well-formed objective since it goes beyond broad statements, avoids simply listing content, and isn’t designed for instructor convenience. Broad statements lack specificity; listing content describes topics rather than outcomes; and designing for convenience tends to ignore observable performance and measurable criteria. The emphasis on a concrete action, with clear beginnings and endings and an observable measure, is what makes the objective testable and useful for guiding instruction and assessment.

A well-formed learning objective clearly states what the learner will do in observable, measurable terms, using a precise action verb and including the conditions under which the performance occurs and the standard by which success is judged. This structure makes the objective assessable and focused on learner performance, not just what content will be covered. By specifying an action (what the learner will do), the context (when/where it happens), and a criterion (how well it must be done), you can reliably measure whether learning has happened and to what level.

That matches the description of a well-formed objective since it goes beyond broad statements, avoids simply listing content, and isn’t designed for instructor convenience. Broad statements lack specificity; listing content describes topics rather than outcomes; and designing for convenience tends to ignore observable performance and measurable criteria. The emphasis on a concrete action, with clear beginnings and endings and an observable measure, is what makes the objective testable and useful for guiding instruction and assessment.