Objectives should be written in terms of learning outcomes for the student.

It is a useful practice to commence an objective with the words "At the end of this topic / unit a student should be able to ..."
Good example: Students will be able to create and use Oracle database files.
Poor example: To provide examples of three ethical models upon which students can base ethical decisions. (This is poor because it expresses the objective in terms of what the subject will provide, not what the learning outcome for the student will be.)
Poor example: The aim is to learn the specific properties of quantum computing in comparison with randomised computing. (This is poor because it states the objective in terms of a content aim, rather than a learning outcome.)

Objectives should be measurable.

One way of achieving this is to avoid the use of broad or general terms like "be familiar with, be aware of, etc." If the words "A student should be able to appreciate ..." is used, a list of criteria for appreciation should be included.
Poor example: A student is able to appreciate a good red wine.
Good example: A student is able to appreciate a good red wine in terms of its colour, amount of fruit, amount of oak, aroma, tannin level and cellaring potential.

Learning Domains for Objectives

There are four learning domains that categorise learning objectives. You may not have all domains present in your objectives, but they should at least be considered. See below for the four domains.

References:

Bloom, B.S. (Ed) (1956 - 1964). Taxonomy of educational objectives: the classification of educational goals. Vol 1 & 2.

Simpson, E. (1972). The classification of educational objectives in the psychomotor domain. The psychomotor domain, vol. 3 Washington, D.C.: Gryphon House.

http://wwww.nwlink.com/~donclark/hd/bloom.html

This involves knowledge and development of intellectual skills. It is expected that all our units would have objectives in this domain. There are six levels of objectives in this domain.

From simplest to most complex they are:

Knowledge - recall of data
Comprehension - understanding of concepts and principles and be able to translate, interpolate and interpret instructions and problems.
Application - the ability to use a concept in a new situation, particularly in applying what was learnt in the classroom into real work situations.
Analysis - the ability to separate concepts into component parts to understand the underlying structure. This includes reasoning skills and distinguishing between facts and inferences.
Synthesis - the ability to build a new structure from diverse elements to create new meaning or structure. This often includes design processes.
Evaluation - the ability to make judgements about the value of ideas or materials. This inlcudes comparisons and critical reviews.

Often objectives in this domain concentrate on the first three levels and neglect the last three, yet university level units (particularly after first year undergraduate level) should be concentrating on high level learning objectives.

This domain is about attitudes, values and beliefs. It includes the manner in which we deal with things emotionally (e.g. feelings of appreciation, enthusiasms, attitudes). There are five levels of objectives in this domain.

From simplest to most complex they are:

Receiving phenomena - willingness to attend to particular phenomena or stimuli. This is about holding the student's attention. Includes willingness to listen to others, is accepting of differences between people (e.g. race, culture, learning approaches)
Responding to phenomena - this is active participation on the part of the learner. Objectives relate to completion of work, willingness to answer questions and participate in activities, compliance with norms and rules. Part of this is showing interest in the area under study.
Valuing - this is the worth or value a student attaches to an object, phenomenon or behaviour. It includes showing concern and demonstrating belief in areas of value. Learning objectives relate to the behaviour shown that demonstrates that a specific set of values have been internalised by the learner.
Organization - the emphasis here is on the learner comparing, organising and synthesizing values to create a unique value system. Part of this process is recognition of strengths and weaknesses. Objectives include recognition of different values, ability to compare values and resolve conflicts between them.
Internalising values (characterisation) - This is where the learner has a value system that controls his / her behaviour such that the behaviour is pervasive, consistent and predictable. Objectives in this area include cooperates within groups, adopts and practises professional ethics that influence work behaviour.

This is the learning domain that is most often ignored for university units.

This domain includes physical movement and the use of practical and motor skills. Skill acquisition in this area requires practice. It can be measured in terms of such things as procedures or techniques in execution. There are seven levels of objectives in this domain.

From simplest to most complex they are:

Perception - This level is the ability to use the sense organs to obtain cues that guide motor activity. It includes awareness of sensory stimuli, selection of relevant cues for the task and ability to relate that cue to the action required. For example, recognising that the red squiggly line under a word in a Word document is identifying a spelling error.
Set - this refers to the readiness to take a particular action. These can be mental, physical or emotional sets. For example, places the fingers in the correct position on a keyboard for touch-typing.
Guided response - this involves the early stages in learning a skill that include imitation and trial and error. For example, correctly enters a given program and runs it. Follows instructions to correctly write the syntax of a program instruction. Follows instructions to build a model.
Mechanism - this is the stage where an action has been practised enough that movements become habitual, and can therefore be carried out with confidence and proficiency. Is able to log onto a computer system. Can drive a car. Is able to send sms messages by mobile phone.
Complex overt response - this is the skilful performance of a complex set of actions. It includes performance without hesitation and automatic performance. For example, operates a software application on a computer quickly and accurately.
Adaptation - This is the alteration of a refined skill to fit a particular situation. For example, is able to modify skills to cope with an update to a software application. Is able to modify movements to use a touch pad mouse instead of a trackball mouse.
Origination - This is creating new movement patterns to suit a particular situation. For example, constructs a new theory, develops a new software application. Creates a new dance.

Objectives in this domain cover skills for building relationships and working collaboratively. They include communication skills, teamwork skills and leadership and management skills. This domain is closely linked to the affective domain, but involves objectives that develop skills related to group work.

Teaching

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