Writing Effective Learning Objectives for Digital Literacy Instruction

 

Effective learning objectives form the basis for developing high-quality instruction and assessments. Once you articulate learning objectives, you can design instructional activities to help students master the material (Orr et al., 2022). 

Characteristics of Learning Objectives 

A behavioral learning objective is a statement that identifies what students are expected to know and be able to do once instruction is complete. There are three components essential to ensuring clear statements of objectives: 1) the skill or competency students should learn, 2) the conditions in which students will perform the skill or competency, and 3) the standard for achievement (Orr et al., 2022).

• Skill/Competency: An objective must describe the competency students will learn in performance terms. If the verb stating an objective identifies an observable student behavior, then you have established the basis for a clear statement.

• Conditions: An objective should describe the conditions under which the learner will perform in the evaluation situation and clearly explain what tools, references, or other aids you will provide.

• Standard: An objective should make clear how well a learner must perform to achieve proficiency. This is an opportunity to apply proficiency levels articulated in a digital literacy framework. Here are four frameworks to choose from: the Digital Competence Framework for Citizens (VuorikariRina, 2022), the Digital Literacy Framework for Adult Learners (Maryland Department of Labor, 2021), the College and Career Readiness for Adult Education (Pimentel, 2013), and the UNESCO’s Digital Literacy Global Framework (Law, 2018).

Learning Objective Example

The components of an effective learning objective (standard, skill/competency, and condition) occur in the statement in the textbox below. All the characteristics must be present to develop a clear and measurable learning objective.

Students will demonstrate proficiency in using digital collaboration tools to facilitate teamwork and communication in a virtual environment.

 

Another way to express the learning objective is in the table below, which identifies each component.

Component	Students will:
Standard	demonstrate proficiency (indicate proficiency level from chosen digital literacy framework)
Skill/ Competency	to facilitate teamwork and communication
Condition	using digital collaboration tools in a virtual environment.

 

Based on this learning objective, you can plan a lesson with the following activities:

Working in small groups, students will use digital collaboration platforms such as Google Workspace or Microsoft Teams to collaborate on a shared project. They will create and share documents, collaborate on real-time edits, schedule/attend virtual meetings, assign tasks, and provide feedback to group members using the features of the chosen platform. At the end of the project, each group will deliver a presentation displaying their collaborative efforts and reflecting on the effectiveness of the digital tools used.

Choosing Verbs to Write Learning Objectives

The choice of verbs is crucial in writing learning objectives. Ineffective learning objectives use the verbs “remember” or “understand.” It is impossible to measure whether adult learners remember or understand. Instead, you need to ask them to demonstrate the information they remember or understand in a measurable way. Instead of remembering, you can ask learners to list, define, or select. Likewise, learners can demonstrate their understanding by classifying, identifying, locating, or selecting.

 

Bloom’s Taxonomy (1956) is a commonly used tool for writing learning objectives that specify observable behaviors that demonstrate learning. These objectives are organized by Bloom's 6 cognitive levels, which are organized from lower-order to higher-order thinking skills.

 

Remember: Recall or retrieve information from memory.

Understand: Comprehend or explain concepts and ideas.

Apply: Use knowledge or skills in new situations.

Analyze: Break down information into parts and understand relationships.

Evaluate: Make judgments about the value of ideas or materials.

Create: Generate new ideas, products, or ways of viewing things.

 

Bloom’s taxonomy (1956) has been used for assessment purposes. Recently, the taxonomy was adapted for digital literacy to provide educators with direction on designing and assessing digital skills (Churches, 2008). The following graphic of Bloom’s Taxonomy for Digital Literacy provides sample verbs to write effective learning objectives for digital instruction. Some of these words were not used as verbs before the digital age, such as bookmarking, blogging, tweeting, and uploading.

 

Remember	Understand	Apply	Analyze	Evaluate	Create
Bookmarking Copying Defining Describing Duplicating Googling Highlighting Liking Listing Matching Naming Quoting Recalling Recognizing Retrieving Searching Selecting Tabulating Visualizing	Annotating Associating Boolean searching Categorizing Classifying Converting Demonstrating Differentiating Estimating Exemplifying Explaining Grouping Identifying Interpreting Paraphrasing Predicting Tagging Tweeting	Administering Articulating Charting Choosing Computing Constructing Determining Displaying Executing Implementing Editing Hacking Downloading Operating Presenting Running Sharing Uploading Using	Appraising Attributing Comparing Contrasting Correlating Deducing Estimating Explaining Inferring Integrating Illustrating Linking Ordering Organizing Planning Prioritizing Questioning Structuring	Arguing Assessing Critiquing Concluding Debating Defending Detecting Experimenting Hypothesizing Justifying Measuring Moderating Monitoring Networking Persuading Posting Reframing Reviewing Scoring	Adapting Animating Blogging Collaborating Composing Designing Developing Directing Facilitating Integrating Inventing Making Mixing/remixing Negotiating Podcasting Producing Programming Simulating Writing

 

 

You can follow these steps to write behavioral learning objectives using Bloom's Digital Taxonomy:

1.    Identify the Learning Outcome: Determine what you want students to know or be able to do by the end of the lesson, course, or activity.

2.    Select the Appropriate Level of Bloom's Taxonomy: Choose the cognitive level that aligns with the desired learning outcome. Consider the complexity of the learning task and the depth of understanding required.

3.     Write the Learning Objective: Use action verbs corresponding to the chosen level of Bloom's Digital Taxonomy, and craft a clear and specific statement describing the observable behavior students should demonstrate to achieve the learning outcome.

The table below contains sample learning objectives for digital literacy skills, organized by Bloom’s cognitive levels, compared to competence areas from the Maryland Digital Literacy Framework for Adult Learners (Maryland Department of Labor, 2021).

Bloom’s Digital Taxonomy	Digital Literacy Competency Area	Learning Objective
Remember	Technical	Using pen and paper, list key features of a web browser such as navigation buttons, address bar, and bookmarks with 90% accuracy.
Understand	Civic	In a word document, describe why it is important to safeguard personal information when using social media platforms and online shopping websites with 90% accuracy.
Apply	Investigative	Using a library database search platform, conduct an online search for an assigned research topic using Boolean operators and filters to locate credible sources for a research paper.
Analyze	Computational Thinking	Using the internet, evaluate two websites on the same topic and identify differences in the reliability of their information based on factors such as author expertise, publication date, and domain authority.
Evaluate	Productive	Critically evaluate the potential consequences of posting personal photos and information on social media platforms, considering issues such as identity theft, cyberbullying, and online harassment.
Create	Communicative	Develop a multimedia presentation outlining strategies for practicing digital citizenship, including guidelines for online communication, copyright awareness, and cyber safety. Present your campaign to the class.

 

These examples demonstrate how Bloom's Taxonomy for Digital Literacy can be applied to digital literacy learning objectives, ranging from basic recall of digital concepts to more complex tasks involving critical analysis and creative problem-solving in digital environments. They also link the development of learning objectives to a digital literacy framework.

 

References

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals by a committee of college and university examiners. McKay.

Hogle, P. S. (2024). What is Bloom’s digital taxonomy? https://www.neovation.com/learn/27-what-is-blooms-taxonomy-for-digital-learningomy?

Law, N. W. Y., Woo, D. J., de la Torre, J., & Wong, K. W. G. (2018). A global framework of reference on digital literacy skills for indicator 4.4. 2. Available https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf

Maryland Department of Labor’s Adult Education. (2021). Digital Literacy Framework for Adult Learners. http://labor.maryland.gov/employment/dwdalfederalprogramfunding.shtml

Orr, R. B., Csikari, M.M., Freeman, S., Rodriguez, M. C. (2022). Writing and Using Learning Objectives. CBE Life Sciences Education, 21(3):fe3. doi: 10.1187/cbe.22-04-0073.

 

Pimentel, S. (2013). College and Career Readiness for Adult Education. Available https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf

VuorikariRina, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes (No. JRC128415). Joint Research Centre (Seville site).

Assessment Literacy in the Digital Age: What do the Results Mean?

 

 

Assessment literacy is essential for educators, administrators, policymakers, and other stakeholders involved in education to make informed decisions, improve teaching and learning practices, and promote student success. Assessment literacy is the ability to interpret, develop, and use assessments effectively and ethically to evaluate student learning and guide instructional decisions. It requires knowledge and skills associated with designing, selecting, interpreting, and using high-quality assessments to improve student learning. Husain (2021) indicated that “assessment literacy for educators has become an integral part of education systems” (p. 65).

 

Assessment contributes to effective instruction and curriculum decisions. For example, it can help you answer questions like the following:

 

• Did my students master the learning targets of this course?
• Should I reteach or move on to the next lesson?
• Do any students need individual tutoring?
• Are our intervention programs effective?
• Does our assessment rigor match instructional rigor?
• Where can we improve instruction?

 

Proficiency in assessment practices enhances the quality of teaching and learning (Husain, 2021). Assessment knowledge, skills, and practices are necessary for preparing effective assessment tools and strategies.

 

Digital Literacy Skills in Assessment Practices

As instruction moved online due to the Corona Virus Pandemic, digital assessment literacy has become critical to instruction. Digital literacy skills guide assessment of online instruction. Digital literate assessments do not replace classroom assessments; instead, they expand the skill set required of educators. At the same time, digital tools can augment and automate assessment practices, making the assessment process more informative, faster, and more convenient.

 

Digital literacy and assessment literacy are both crucial skills in the modern educational landscape and they are interrelated in eight ways illustrated in the table below:

	In-Person Assessment	Digital Literacy Assessment
Individual Student Performance	Assessment results provide insights into individual student performance. Educators can identify students who are excelling, those who may be struggling, and those who fall somewhere in between. This information helps teachers tailor instruction to meet the needs of diverse learners.	Digital literacy equips educators to navigate and analyze digital assessment data effectively, identifying trends and patterns in individual student performance.
Learning Progress	Assessment results can also indicate students' progress over time. By comparing current results to previous assessments, educators can assess growth and identify areas where students may need additional support or enrichment.	Digital literacy enables educators to conduct personalized data analysis, identifying areas where individual students may need additional support or enrichment based on digital assessment data.
Curriculum Alignment	Assessment results can reveal how well instructional practices align with curriculum standards and learning objectives. If students consistently perform poorly on specific assessments, it may indicate a need to revisit or revise instructional strategies and materials to better address the curriculum.	With digital literacy, educators can easily compare current assessment results to previous data sets, facilitating longitudinal analysis of student progress and alignment with curriculum standards.
Instructional Effectiveness	Assessment results provide feedback on the effectiveness of instructional methods and interventions. Educators can analyze which instructional approaches are most successful in promoting student learning and adjust their teaching practices accordingly.	Digital literacy supports educators in mapping assessment results to curriculum standards and adjusting instructional practices to better align with curriculum requirements based on digital assessment data.
Group Performance Patterns	Examining assessment results for groups of students can reveal patterns and trends in performance. Educators can use this information to identify instructional priorities, allocate resources effectively, and implement targeted interventions for specific student populations.	Digital literacy enables educators to create interactive data visualizations that enhance the interpretation of group performance patterns, allowing for dynamic exploration of assessment data.
Data-Informed Decision-Making	Assessment results serve as valuable data points for informed decision-making at the classroom, school, and district levels. Educators can use assessment data to identify areas of strength and areas for improvement, allocate resources strategically, and monitor progress toward educational goals.	With digital literacy, educators can make data-driven decisions based on assessment results, identifying instructional priorities, allocating resources effectively, and implementing targeted interventions using digital tools for data analysis.
Communication with Stakeholders	Educators should be able to effectively communicate assessment results to students, parents, colleagues, and administrators. Clear and transparent communication helps stakeholders understand student progress, areas of concern, and strategies for improvement.	Digital literacy empowers educators to communicate assessment results digitally to various stakeholders, using platforms such as learning management systems and online portals for transparent and effective communication.
Ethical Considerations	It is essential to interpret assessment results ethically and responsibly, considering factors such as fairness, equity, and confidentiality. Educators should avoid making assumptions based solely on assessment data and consider multiple sources of evidence when evaluating student performance.	Digital literacy includes understanding ethical considerations in data interpretation, ensuring that educators interpret assessment results responsibly, considering factors such as fairness, equity, and confidentiality in their analysis.

Table 1: Considerations for Classroom and Digital Assessments

In summary, digital literacy and assessment literacy are interrelated in education, as they both contribute to effective teaching and learning practices in the digital age. Educators who possess both sets of skills are equipped to leverage technology for assessment purposes, interpret assessment data accurately, address technological challenges, and create meaningful assessments.

References

 

Husain, F. N. (2021). Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment Literate Educators. International Education Studies, 14(10), 65-, No. 10; 2021

National Task Force on Assessment Education for Teachers (n.d.). Assessment Literacy Defined. Institute for Education Sciences. Available https://ies.ed.gov/ncee/edlabs/regions/northeast/onlinetraining/ResourcesTools/Assessment%20Literacy%20Definition.pdf