Learning objectives should be:

Measurable -

It is crucial that learning objectives are measurable. When writing/reviewing your learning objectives, consider how learners will demonstrate mastery of the course content. What artifact or assignment will they complete that allows the instructor to gauge their progress in the course? Measurable learning objectives require observable evidence. For example, whether students have “learned” or “understood” content is not observable/measurable. Instead, instructors can observe learners “applying,” “identifying,” or “explaining” various concepts and gauge their progress. We recommend reviewing Bloom’s Taxonomy to help you write/review objectives with measurable action verbs.

Specific -

Learning objectives should be as clear as possible and use specific language. For example, stating learners will be able to "differentiate" between deciduous and coniferous trees is a specific, measurable outcome. Stating that learners will be able to understand differences among trees is not very specific -- that could mean almost anything.

Learner Centered -

Learning objectives focus on what the learner will gain in skills and knowledge through completing the course or module. Learning objectives should not be framed as the instructor’s goals for the course or checking accreditation boxes (though these may be related). Instead, keep the learner at the center of the objectives. Limit disciplinary jargon so that even before beginning the course, learners understand what they will be asked to do.

Appropriate for the Course Level -

Generally speaking, stick with simpler verbs and actions for introductory courses and use more complex ones for higher-level courses. Entry-level courses with little prerequisite knowledge must establish a basic facility with the content before asking learners to apply or evaluate it. More advanced classes may spend less time acquiring foundational information and more time on learners' engaging with the content at a higher cognitive level. Bloom’s taxonomy provides a framework for increasing cognitive levels of engagement with learning tasks. Most courses will include a range of objectives, but the course level should influence the balance of higher and lower cognitive tasks.

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Bloom's Taxonomy. Blooms Taxonomy :: Vanderbilt University Center for Teaching