learning-target-authoring-guide

Observable learning targets are created by decomposing a competency into 2-3 specific, assessable statements using backwards design. This ensures each target is measurable and aligned with the required assessment routes.

Backwards design in learning target authoring starts with the end assessment goals, then defines the specific knowledge types and observable verbs needed. This method ensures mission-aligned planning and robust assessment design across curricula.

Knowledge types are classified as Type 1, 2, or 3, each requiring explicit assessment routes and prerequisites. This classification enforces stepwise outputs to ensure coherence and defensible measurement of the learning target.

Yes, this method supports broad applicability across curricula, wellbeing programs, assessment planning, and project-based learning. It uses band-level progression to map competencies effectively across different developmental contexts.

Vague goals often occur when competencies lack decomposition into 2-3 observable learning targets and mandatory knowledge type classification. Applying a rigorous, practitioner-focused method reduces this vagueness by enforcing clear band progression and assessment routes.

This guide requires strict adherence to a stepwise decomposition process and mandatory knowledge-type classification. It is limited to structuring 2-3 learning targets per competency, ensuring defensible measurement but restricting open-ended goal formats.