Instructional Development (EDER675) March 3 writing Performance Objectives,

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Instructional Development (EDER675)March
3writing Performance Objectives,
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Agenda

• Review of last week
• Job and task analysis
• 2. Writing Performance Objectives
• Distinguishing Pfc Objs from Goals and Activities
• Deriving Pfc Objs from Goal Analysis and
  Task/Content Anal
• Stating Objs in Pfce Terms
• Judging Pfc Objs
• 3. Case 29 Mary Robbins
• 4. Poss.

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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.

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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

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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

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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.

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Deriving Performance Objectives from Goal Analysis

• Goal analysis is the study of the CLIENTs
  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.

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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
• Establish the instructional purpose Answer these
  questions
• What should workers KNOW or DO to achieve
  competency? (fro. Task anal.)
• What should workers Know or DO by the end of
  instruction?
• How can performance be judged?
• What assumptions must be made about the
  conditions of performance?
• Establish the instructional purpose
• Classify the learning tasks
• 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
• Analyze the learning tasks

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Converting Results of Task or Content Analysis
into Performance Objectives

• GAGNE AND BRIGGS
• http//www.ucalgary.ca/7Eekowch/673/resources/gag
  nebriggsindex.html
• There are correct events for instruction(INSTRUCTI
  ONAL STRATEGIES) to improve certain skills
• Intellectual skills (in 675, these are skills
  allowing people to do the job)
• Cognitive skills (learning capacity)
• Verbal information (how to speak)
• Motor skills (kin esthetics)
• 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?

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Stating Performance Objectives in Performance
Terms

• Core competency for iDevelopers
• TDWBAT Classify the type of performance objective
  that must be written
• TDWBAT state performance objectives directly
  linked to work requirements.

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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.

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Levels of Objectives in the Cognitive Domain
(Rothwell Kazanas affter Bloom, 199d4)
Assess the value of..
Evaluation
Assemble a whole from parts..
Synthesis
disassemble a whole into parts..
Analysis
Application
Use what you know
Comprehension
get the message?
Knowledge
Remember the facts
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Levels of Objectives in the Affective Domain
(Rothwell Kazanas affter Bloom, 199d4)
Adopt a new outlook on life
Characterization
Develop an new value system
Organization
Accpting values/beliefs
Valuing
Responding
Participating
Paying attention
Receiving
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Levels of Objectives in the Psychomotor Domain
(Rothwell Kazanas affter Bloom, 199d4)
Automatic / habitual
Complex overt response
Act w/o resistance
M mechanism
Perform with assistance
Guided Response
Set
Get ready to perform
Observing Behaviors Involved in a task
Perception
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Writing Performance Objectives

• TSWBAT
• Make them short.
• Use clear language
• JUSTIFYING
• PERFORMANCE OBJECTIVES
• Be able to answer, to your client
• Who will be able to achieve them
• What do the objectives mean
• When should they be achieved
• Where will they apply
• Why are they necessary

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For next class

• Adieu for this week, EDER 675Readings for Next
  WeekChapter 9 (text) Developing Performance
  MeasuresChapter 10 Sequencing Performance
  ObjectivesSCAN Ch. 11 Specifying Instructional
  Strategies ( a review of Gagne from 673)Case
  11 Malcolm Gibson Instructional Strategies
  Repurposing InstructionEugene G.
  KowchAssistant Professor of Educational
  Technology