instructional development (eder675) march 3 writing performance objectives ,

© E. G. KowchiDevelopment 675

Instructional Development (EDER675)

March 3

writing Performance Objectives,


Agenda

1. Review of last week• Job and task analysis

2. Writing Performance Objectives1. Distinguishing Pfc Objs from Goals

and Activities2. Deriving Pfc Objs from Goal Analysis

and Task/Content Anal3. Stating Objs in Pfce Terms4. Judging Pfc Objs

3. Case 29 Mary Robbins4. Poss.


What are Performance Objectives?

• Create a vision of what learners should be doing after instruction• Should be understood as a description of a performance you want learners

to be able to exhibit before you consider them competent.


Distinguishing Performance Objectives from Goals and Activities

• Instructional goals are wishes of the instructor and designer. They are not measurable.

• Organizational goals are RESULTS desired by the organization. At best, they serve to support the

• Mission Statement• Values Statement• Strategic Plan• Operating Plan

• Performance Targets

• Budgeting Process


Distinguishing Performance Objectives from Goals and Activities

• To focus on individuals, organizational goals must be translated into terms that are directly related to

• WHAT EMPLOYEES DO• HOW EMPLOYEES WILL DO IT


The difference between performance goals and performance objectives

• Performance Objectives: Are results from a learning experience• Performance Goals: Are measurable results in performance made

possible by a learning experience. .• Performance Activities: Are actions.


Deriving Performance Objectives from Goal Analysis

• Goal analysis is the study of the CLIENT’s perceived ambitions for performance improvement. Use task or content analysis to figure out what the performance goals are.

• Goal analysis process• find the general goal• Find behaviors (tasks) related to the goal• Define exactly how performers must do this task to perform excellence• Make this last point the start of the Performance Objectives.• Test the Performance objectives to make sure they are linked to the goal

and will lead to the desired (instructional) results.


Converting Results of Task or Content Analysis into Performance Objectives

• Tasks reveal how work is OR should be done.• Content analysis gives us an idea about the context of the task

• To convert Task/Content Analysis into Specific Performance Objectives:

1. Establish the instructional purpose: Answer these questions:1. What should workers KNOW or DO to achieve competency? (fro. Task anal.)2. What should workers Know or DO by the end of instruction?

1. How can performance be judged?2. What assumptions must be made about the conditions of performance?

2. Establish the instructional purpose3. Classify the learning tasks

1. What kind of instruction is needed to instruct people to perform this task or demonstrate this knowledge? Design instruction for:

• Knowledge• Feelings• Skills or a combination of all three.Y

4. Analyze the learning tasks


Converting Results of Task or Content Analysis into Performance Objectives

• GAGNE AND BRIGGS • http://www.ucalgary.ca/%7Eekowch/673/resources/gagnebriggsindex.html

There are correct events for instruction(INSTRUCTIONAL STRATEGIES) to improve certain skills:1. Intellectual skills (in 675, these are skills allowing people to do the job)2. Cognitive skills (learning capacity)3. Verbal information (how to speak)4. Motor skills (kin esthetics)5. Attitude: A persistent set of beliefs

• A LEARNER ANALYSIS (Dick and Carey) can be done to identify prerequisite knowledge.

• Use CLUSTER analysis to develop performance objectives in social settings• Use PROCEDURAL analysis to develop performance objectives in work settings.• Use HIERARCHY analysis to answer the question “what does a learner need to know to do

that?”


Stating Performance Objectives in Performance Terms

• Core competency for iDevelopers:

1. TDWBAT Classify the type of performance objective that must be written

2. TDWBAT state performance objectives directly linked to work requirements.


Describing Parts of Performance Objectives

Pfce Objs relate to • 1) Performance,

• What the learner does to demonstrate mastery of an objective at the end of the instructional event

• 2) Criterion, • Describes HOW WELL the learner must perform to be acceptable

• Process criteria: follow directions: first, ,,, then..• Product criteria: specific outcomes: 2 out of 3.

• 3) Condition(s).• Describe conditions under which the performance is to occur.• “Given driving rain, the driver will…• “Given X and Y, in the sit of {Theta, Gamma}, find….


Levels of Objectives in the Cognitive Domain (Rothwell & Kazanas affter Bloom, 199d4)

Knowledge

ComprehensionApplicationAnalysisSynthesis

Evaluation Assess the value of..

Assemble a whole from parts..disassemble a whole into parts..

Use what you know

“get” the message?Remember the facts


Levels of Objectives in the Affective Domain (Rothwell & Kazanas affter Bloom, 199d4)

Receiving

Responding

ValuingOrganization

Characterization Adopt a new outlook on life

Develop an new value systemAccpting values/beliefs

Participating

Paying attention


Levels of Objectives in the Psychomotor Domain (Rothwell & Kazanas affter Bloom, 199d4)

Perception

Set

Guided ResponseM mechanism

Complex overt response Automatic / habitual

Act w/o resistancePerform with assistance

Get ready to perform

Observing Behaviors Involved in a task


Writing Performance Objectives

TSWBAT• Make them short.• Use clear language

JUSTIFYING

PERFORMANCE OBJECTIVES

Be able to answer, to your client:

1. Who will be able to achieve them

2. What do the objectives mean

3. When should they be achieved

4. Where will they apply

5. Why are they necessary


• Adieu for this week, EDER 675Adieu for this week, EDER 675

Readings for Next Week:Readings for Next Week:

Chapter 9 (text) Chapter 9 (text) Developing Performance Developing Performance MeasuresMeasuresChapter 10 Chapter 10 Sequencing Performance ObjectivesSequencing Performance ObjectivesSCAN: Ch. 11 SCAN: Ch. 11 Specifying Instructional StrategiesSpecifying Instructional Strategies

( a review of Gagne from 673)( a review of Gagne from 673)

Case 11:Case 11: Malcolm Gibson Malcolm Gibson Instructional Instructional Strategies & Repurposing InstructionStrategies & Repurposing Instruction

Eugene G. KowchEugene G. KowchAssistant Professor of Educational TechnologyAssistant Professor of Educational Technology

For next class

instructional development (eder675) march 3 writing performance objectives ,

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