Specific statements setting measurable expectations for what learners should know and be able to do, described either in terms of learning outcomes (what the learners are expected to learn), products or performance (what learners will produce as a result of a learning activity) or processes (describing the focus of learning activities). They can be seen as refinements of curriculum aims/goals that, for example, specify: performance standards or those skills and knowledge the learners are expected to be able to demonstrate; inferred or precise degree of mastery; and the conditions under which the performance will take place. In terms of effectiveness, curriculum objectives should: be concise and understandable to teachers, learners and parents; be feasible for the teachers and learners to accomplish; encompass previous learning and require the learner to integrate and then apply certain knowledge, skills, and attitudes in order to demonstrate achievement; and be measurable on a cumulative basis and at different stages of the learner’s educational career.
See also ‘
Curriculum aims/goals’.
