The prompt
Score 10 of 10, Excellent
Use it when Your course or lesson goals say "understand" or "be aware of", and you need objectives you can teach to and assess.
- {{audience}}
- {{learners}}
- {{current_objectives}}
- {{course_summary}}
- {{assessment}}
Full prompt and why it works
Prompt
Rewrite the learning objectives below so that each one says what learners will be able to do and how we will know, for {{audience}} to use when designing activities and assessments. The learners are {{learners}}. Current objectives or goals, as written: """ {{current_objectives}} """ What the course or lesson covers, and how long it is: {{course_summary}} How learning will be assessed, if decided (quiz, observed task, project): {{assessment}} Format: a numbered list with one entry per objective, each giving: 1. The rewritten objective in the form "By the end, learners will be able to [observable verb] [what] [under what conditions] [to what standard]". Leave out the conditions or the standard only when they add nothing. 2. The thinking level it asks for (remember, understand, apply, analyze, evaluate or create), so the set is not all recall. 3. Evidence: one task or question that would show a learner has met it. 4. A note if the original was really two objectives, a topic rather than an objective, or more than the course can achieve in the time. Then check the whole set in a few lines: whether the objectives match the assessment described, and any gaps. Use verbs a person could observe, such as calculate, identify, write, choose or demonstrate. Avoid "understand", "know", "learn", "be aware of" and "appreciate" in the rewritten objectives, because nobody can watch someone understand. For example, "Understand the expense policy" might become "Given three sample receipts, decide which can be claimed under the expense policy and explain why, with no errors." This example shows the form only. Keep each objective to one sentence, and keep the number of objectives the same unless you split or merge one, in which case say so. Do not add topics the course summary does not cover. If an original goal is too vague to rewrite without guessing what the author meant, offer two possible versions and ask which is intended. I will review the set before it goes into the course.
Variables
- {{audience}}
- Who will use the objectives, for example "me and the two other trainers on the course".
- {{learners}}
- Who the learners are, for example "new line managers" or "8th grade science students".
- {{current_objectives}}
- The objectives or goals as they are written now, one per line.
- {{course_summary}}
- What the course or lesson covers and how long it runs.
- {{assessment}}
- How learning will be checked, or "not decided".
Why it works
- What to avoid. Verbs like understand and be aware of are banned with the reason given (nobody can observe them), which pushes every objective toward something you can assess.
- An example. One before-and-after shows conditions and a standard added to a vague goal, so the model copies the form rather than just swapping verbs.
- If unsure. A goal too vague to interpret gets two candidate versions and a question, instead of the model deciding what the author meant.