An objective is an intent communicated by a statement describing a proposed change in a learner-statement of what the learner is to be like when they have successfully completed a learning experience. It is a description of a pattern of behavior (performance) we want the learner to be able to demonstrate. As Dr. Paul Whitmore once put it, "The measurable attributes observable in the graduate of the programs, or otherwise it is impossible to determine whether or not the program is meeting the objectives."

When clearly defined goals are lacking, it is impossible to evaluate a course or program efficiently and there is no sound basis for selecting appropriate materials, content, or instructional methods. After all, machinists do not select a tool until they know what operation they intend to perform. Neither does a conductor orchestrate a score before knowing what effects are wished to be achieved. Similarly, a builder does not select materials or specify a schedule for construction until the blueprints (objectives) are present. One cannot emphasize too strongly the point that an instructor will function in a self-inflicted fog until it is known what the desired effect is for the students at the end of the instruction.

Another important reason for sharply stating objectives relates to the evaluation of the degree to which the learner is able to perform in the manner desired. Tests, written papers, oral presentations, or group projects are the mileposts along the road of learning and are suppose to tell the teacher and the student the degree to which both parties, tests, etc. are at best misleading; at worst, they are irrelevant, unfair, or useless. To be useful, they must measure performance in terms of the goals. Unless UOP facilitators have a clear picture of the instructional intent, they will be unable to select test items that will reflect how well the student can demonstrate acquisition of desired information.

An additional advantage of clearly defined objectives is that students are provided the means to evaluate their own progress at any place along the route of instruction and are able to organize their efforts into relevant activities. With clear objectives in view, the student knows which activities are relevant for success, and it is no longer necessary to "psych out" the instructor. As we know too well, considerable time and effort are frequently spent by students in learning the idiosyncrasies of their teachers; and, unfortunately, this knowledge is often very successful to students with insight. They may breeze through a course armed with no more than a bag full of tricks designed to rub the teachers the right way.