| Summary: | <p>The article is devoted to a problem of learning objectives design for disciplines in engineering education. It is shown that the system of well defined objectives can form a basis of discipline content analysis, acquisition control and improvement.</p><p>The detailed defining of clear objectives and designing forms and content of objectives which allow to estimate their achievement are considered.</p><p>For this purpose the objectives should consider the level of learners, to designate result which they will be able to show after training, conditions and how well they will be able to make it.</p><p>Some examples of objective formulations are provided which allow to show in an explicit form the results reached by a learner.</p><p>It is shown that cognitive process dimension can be divided into groups of initial level of thinking (to remember, understand, apply) and thinking of high level (to analyze, estimate, create).</p><p>Thus knowledge dimension include the factual, conceptual, procedural and metacognitive knowledges.</p><p>On the basis of cognitive process dimension and knowledge dimension in engineering education it is offered to form system of learning objectives on the basis of their twodimensional classification - taxonomy.</p><p>Objectives examples for engineering discipline are given. They consider conditions of their achievement and criteria of execution for various combinations of cognitive process dimension and levels of knowledge dimension.</p><p>For some engineering disciplines examples of learning objectives are formulated including their achievement and criterion of execution of the corresponding actions.</p><p>The given results can form a basis for design of learning objectives at realization of a competence approach in modern engineering education.</p><p>Further work in this direction preplan the analysis and approbation of two-dimensional matrix applicability for objectives design on examples of various engineering disciplines.</p><p>It is of profound importance to use matrixes of well defined objectives for disciplines content transformation and for design of formative assessment techniques. It is of special interest to use such matrixes to development of learners high level thinking skills.</p>
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