BRIEF OVERVIEW

Learning outcomes are the destination; learning objectives are the measurable steps that lead there. Bloom’s Taxonomy provides a cognitive roadmap, starting from remembering and understanding, moving through applying, analyzing, evaluating, and culminating in creating. These terms are integrated into how outcomes and objectives are informed and communicated. (Bloom et al., 1956; Faculty Center, n.d.). Both outcomes and objectives communicate what participants will learn and do, but outcomes describe broad, big-picture capabilities learners must demonstrate independently, while objectives break those capabilities into specific, observable skills or tasks that scaffold toward the outcome. Together they form the backbone of a course, module, or microlearning, aligning instruction, practice, and assessment.

A broad learning outcome is divided into clear, measurable objectives. It starts by identifying key actions and targets within the standard. Each objective is crafted using four essential components: Audience, Behavior, Condition, and Degree. This method ensures that every objective is clear and measurable, leading to independent mastery. (Adapted from Meyers, 2014, The Bob Pike Group.)

Blooms Taxonomy Overview

Bloom’s Taxonomy works like a funnel of cognitive rigor. At the wide top is Remembering, where learners collect and recall core facts and terminology. As the funnel narrows, Understanding filters those facts into real meaning by putting ideas into one’s own words. Applying directs that understanding toward concrete scenarios to solve problems. Analyzing sifts deeper by breaking concepts into parts and examining their relationships. Evaluating focuses even further, asking learners to judge the accuracy, effectiveness or value of ideas against clear criteria. At the narrowest end is Creating, where learners combine everything they have learned to produce original plans, products or solutions. What emerges from the funnel then feeds back into new cycles of learning and discovery. (Bloom et al., 1956; Faculty Center, n.d.)

Learning Outcome: What will learners be able to do on their own?

Description:
Big Picture: What learners can do independently when instruction is complete.

What it looks like:

• Big-picture ability (not a single step)

• Transferable to new problems

• Combines multiple skills

• Example (outcome for Math CCSS 5.NF.A.1.):
  “Learners will independently add and subtract fractions with unlike denominators (including mixed numbers) by generating equivalent fractions, performing the operation, and expressing the result in simplest form.”

(University of Maryland Global Campus, 2024a; Andreev, 2024).

Learning Objective: What measurable, specific tasks build those independent skills?

Description:
Focused steps: Specific, observable, and measurable actions learners complete (often with scaffolding or practice) to build toward the broader independent capability.

What it looks like:

• One skill or subtask at a time

• Clearly measurable and bounded (ABCD-style clarity)

• Builds progressively from understanding to original application

(University of Maryland Global Campus, 2024c; Phan, 2023).

• Example: (condensed list of objectives for Math CCSS 5.NF.A.1.):

  • Add simple fractions with unlike denominators.

  • Subtract simple fractions with unlike denominators.

  • Add mixed numbers with unlike denominators.

  • Subtract mixed numbers with unlike denominators.

  • Model the fraction operation process.

  • Estimate and check for reasonableness.

  • Analyze errors and revise solutions.

  • Apply fraction operations in real-world contexts.

  • 
    

• Example: (condensed list of objectives for Math CCSS 5.NF.A.1.):

Objectives for Adding and Subtracting Simple Fractions

• Add Simple Fractions with Unlike Denominators: Given two simple fractions with unlike denominators, the learner will generate equivalent fractions with a common denominator, add them, simplify the result, and justify the answer through estimation.

• Subtract Simple Fractions with Unlike Denominators: Given two simple fractions with unlike denominators, the learner will generate equivalent fractions with a common denominator, subtract them, simplify the result, and explain any discrepancy through error analysis.

Objectives for Adding and Subtracting Mixed Numbers

• Add Mixed Numbers with Unlike Denominators: Given two mixed numbers with unlike denominators, the learner will convert them to improper fractions, generate equivalent fractions with a common denominator, add them, simplify the result, convert back to a mixed number if needed, and justify the answer.

• Subtract Mixed Numbers with Unlike Denominators: Given two mixed numbers with unlike denominators, the learner will convert them to improper fractions, generate equivalent fractions with a common denominator, subtract them, simplify the result, analyze any errors, revise the solution as needed, and justify the corrected answer.

Objectives for Modeling, Checking, and Applying

• Modeling and Representation: Given a fraction addition or subtraction problem with unlike denominators, the learner will represent each major step—equivalent fraction generation, the operation, and simplification—using bar models, number lines, and numerical equations to communicate reasoning.

• Estimation and Reasonableness Check: After computing a sum or difference of fractions with unlike denominators, the learner will estimate the expected result using benchmark fractions, compare it to the actual result, identify discrepancies, and adjust the solution if necessary.

• Error Analysis and Revision: Following comparison of an estimate and the computed answer for a fraction addition or subtraction with unlike denominators, the learner will identify errors in the solution process, revise the work, and justify why the revised answer is correct.

• Real-World Application: In a real-world context involving addition or subtraction of fractions with unlike denominators, including mixed numbers, the learner will model each step, compute and simplify the result, and justify the final solution’s accuracy.

Additional Example: Sales Conversation (PNC Bank)

Learning Outcome:
Learners will conduct comprehensive client conversations by building rapport with a personalized positioning statement (using FORMG + GREAT), identifying and prioritizing customer financial needs across spending, saving, protecting, borrowing, and investing, responding to objections with empathy and professionalism, and guiding clients to clear next steps.

Learning Outcome Decomposition:

• Build rapport → collect FORMG information (Family, Occupation, Recreation, Message, Goals) and apply the GREAT approach (Greet, Reaffirm, Explain, Acknowledge, Tell) to position personally.

• Identify and prioritize needs → assess customer data across Spending, Saving, Protecting, Borrowing, and Investing to create a clear needs summary.

• Handle objections → recognize concerns, restate for clarity, and respond with empathy and professional alternatives.

• Close with next steps → transition through the full conversation flow and guide the client to meaningful, actionable follow-up items.

Learning Objectives:

• Create Personalized Positioning Statements
  Given a simulated client interaction, the learner will create a personalized positioning statement using the FORMG framework (Family, Occupation, Recreation, Message, Goals) and apply the GREAT approach (Greet, Reaffirm, Explain, Acknowledge, Tell) to build rapport, demonstrating inclusion of each component and appropriate tone.

• Identify Customer Financial Needs
  Given customer financial data, the learner will identify and prioritize needs across the five financial areas—Spending, Saving, Protecting, Borrowing, and Investing—producing a clear needs summary that reflects at least four accurately assessed areas.

• Respond to Customer Objections
  During a simulated client conversation that includes at least two objections, the learner will respond with empathy and professionalism by acknowledging the concern, restating it for clarity, and offering an appropriate explanation or alternative, maintaining client engagement as measured by a feedback rubric.

• Conduct Full Client Conversations
  Given a comprehensive client scenario, the learner will conduct a full client conversation that transitions smoothly between personalized positioning, needs discovery, objection handling, and closing, and will guide the client to at least two clear, actionable next steps.

Summary

Outcomes are the destination; objectives are the measurable steps that build the path. Bloom’s Taxonomy provides a roadmap of cognitive processes from remembering and understanding to applying, analyzing, evaluating and creating that informs how objectives are sequenced and practiced (Bloom et al., 1956; Faculty Center, n.d.). Starting with the fraction standard outcome, we break it into flows of equivalent fractions, common denominators, computation, modeling and error analysis so learners can progressively and independently reach mastery. In other words, the outcome is the independent destination and the objectives are the concrete sequential steps aligned to increasing levels of cognitive rigor that lead learners there.

American Women’s College. (n.d.). Learning outcomes and objectives. Course Development Handbook. Bay Path University. https://open.baypath.edu/coursedevelopment/chapter/program-level-objectives

Andreev, I. (2024, May 3). Learning outcomes. Valamis: Knowledge Hub. https://www.valamis.com/hub/learning-outcomes

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans.

Faculty Center. (n.d.). Bloom’s taxonomy. University of Central Florida. https://fctl.ucf.edu/teaching-resources/course-design/blooms-taxonomy/

Phan, C. (2023, May 15). 7 best practices for writing course objectives. eLearning Industry. https://elearningindustry.com/best-practices-for-writing-course-objectives

University of Maryland Global Campus. (2024a). Course learning outcomes (terminal) vs. learning objectives (enabling). Brightspace.

University of Maryland Global Campus. (2024b). Course learning outcomes (CLOs) with examples. Brightspace.

University of Maryland Global Campus. (2024c). Learning (enabling) objectives with examples. Brightspace.