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The 13 Fundamental Objectives of Laboratories (FOs) from 2002/2005 is the most cited taxonomy for Learning Objectives in the undergraduate engineering laboratory. However, as early as 2003, a revision was suggested. In 2024, Schade et al. analyzed the 13 FOs through the lens of the Structure of Observed Learning Outcomes (SOLO) taxonomy, a model that allows for the description and assessment of student understanding, showed the significant shortcomings of the 13 FOs. Based on these analyses, the 13 FOs were revised to include the correct technical language and to facilitate deep learning by using the respective operators defined by the SOLO taxonomy. Furthermore, ambiguous terms and overlaps between the FOs were removed. Thus, this contribution presents a revised framework for fundamental observable laboratory learning outcomes. The new FOs were validated communicatively to ensure comprehensibility and the continuity of the fundamental engineering content. Issues of reformulating the FOs to fit the framework of the SOLO taxonomy are also discussed. An initial pre-test in which students compared the two versions of the FOs suggested that the reformulated FOs were clearer to understand, making it easier for students to assess what is expected and what their assessment will be based on. Thus, the reformulated FOs can not only be directly employed in engineering laboratories but can also be used as a stepping-stone to formulate more specific learning objectives tailored to a certain laboratory.

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The Sky Is the Limit: Make Laboratory Learning Objectives Greater Than Ever Before!

  • 会议论文

  • 发表日期：

    2026年

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  • Marcel Schade,
  • Claudius Terkowsky,
  • Konrad Boettcher,
  • Alexander Sommer-Behr,
  • Dominik May,
  • Uwe Wilkesmann

摘要

The 13 Fundamental Objectives of Laboratories (FOs) from 2002/2005 is the most cited taxonomy for Learning Objectives in the undergraduate engineering laboratory. However, as early as 2003, a revision was suggested. In 2024, Schade et al. analyzed the 13 FOs through the lens of the Structure of Observed Learning Outcomes (SOLO) taxonomy, a model that allows for the description and assessment of student understanding, showed the significant shortcomings of the 13 FOs. Based on these analyses, the 13 FOs were revised to include the correct technical language and to facilitate deep learning by using the respective operators defined by the SOLO taxonomy. Furthermore, ambiguous terms and overlaps between the FOs were removed. Thus, this contribution presents a revised framework for fundamental observable laboratory learning outcomes. The new FOs were validated communicatively to ensure comprehensibility and the continuity of the fundamental engineering content. Issues of reformulating the FOs to fit the framework of the SOLO taxonomy are also discussed. An initial pre-test in which students compared the two versions of the FOs suggested that the reformulated FOs were clearer to understand, making it easier for students to assess what is expected and what their assessment will be based on. Thus, the reformulated FOs can not only be directly employed in engineering laboratories but can also be used as a stepping-stone to formulate more specific learning objectives tailored to a certain laboratory.