Statements of intended learning describe what students should know, understand, and be able to do by the end of a lesson or unit. These statements are often accompanied by specific descriptions of what successful achievement of these aims looks like. For example, a statement of intended learning might be “Students will be able to analyze primary source documents.” The corresponding descriptions of success might include “Students will identify the author’s bias and point of view” and “Students will evaluate the reliability of the source based on its historical context.” This provides a clear framework for both instruction and assessment.
Clearly defined aims for student learning, coupled with concrete demonstrations of mastery, are essential for effective instruction. This approach offers transparency, enabling students to understand expectations and track their progress. It also empowers educators to design focused lessons, select appropriate assessment methods, and provide targeted feedback. This pedagogical practice has roots in outcomes-based education, which emphasizes the importance of defining clear learning outcomes and aligning curriculum, instruction, and assessment to those outcomes. The historical emphasis on clearly defined objectives has evolved into a more nuanced focus on deeper learning and understanding.
