SMART is an acronym-based framework for writing clear, actionable learning objectives. Originally from management theory (Doran, 1981), it has been widely adopted in education and ELT as a tool for ensuring that lesson aims and learning outcomes are precise enough to be taught, assessed, and evaluated.
| Letter | Criterion | Question | ELT example |
|---|---|---|---|
| S | Specific | What exactly will learners be able to do? | "Write a paragraph" not "improve writing" |
| M | Measurable | How will you know they've achieved it? | "using at least three cohesive devices" |
| A | Achievable | Is it realistic for these learners in this time? | Appropriate to level and lesson length |
| R | Relevant | Does it connect to learner needs and course goals? | Aligned with Needs Analysis and Learning Outcomes |
| T | Time-bound | By when? | "By the end of this lesson" |
Vague objectives are the enemy of effective teaching. Compare:
| Vague | SMART |
|---|---|
| "Students will improve their speaking" | "By the end of the lesson, students will be able to describe a graph using at least four trend expressions with appropriate tense" |
| "Students will learn new vocabulary" | "Students will be able to use 8 out of 10 target collocations in a gap-fill exercise with 80% accuracy" |
| "Students will practise writing" | "Students will write a 150-word opinion paragraph with a topic sentence, two supporting points, and a concluding sentence" |
SMART objectives:
Borrow from Bloom's Taxonomy to select verbs that describe observable behaviour:
| Level | Verbs |
|---|---|
| Remembering | list, name, identify, match |
| Understanding | explain, paraphrase, summarise, classify |
| Applying | use, demonstrate, complete, produce |
| Analysing | compare, contrast, distinguish, categorise |
| Evaluating | assess, justify, critique, recommend |
| Creating | design, compose, construct, write |
Avoid unobservable verbs: "understand," "know," "appreciate," "be aware of." You cannot observe understanding; you can observe a learner explaining, demonstrating, or applying.
A well-formed ELT objective typically follows this structure:
By the end of [time frame], students will be able to [observable verb] + [specific language/skill] + [conditions/criteria].
Examples:
The framework is most useful as a thinking tool: it disciplines planning without dictating pedagogy. The best teachers write SMART objectives but remain responsive to what happens in the classroom.