Transcript writing Performance Objectives Instructional Development © E. G. Kowch

Instructional Development
(EDER675)
March 3
writing Performance
Objectives
,
iDevelopment 675
© E. G. Kowch
Agenda
1.
Review of last week
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Job and task analysis
2. Writing Performance Objectives
1.
2.
3.
4.
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?
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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
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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
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Mission Statement
Values Statement
Strategic Plan
Operating Plan
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Performance Targets
Budgeting Process
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Distinguishing Performance Objectives from Goals
and Activities
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To focus on individuals, organizational goals must be translated into terms
that are directly related to
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WHAT EMPLOYEES DO
HOW EMPLOYEES WILL DO IT
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The difference between performance goals and
performance objectives
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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
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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.
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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
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Tasks reveal how work is OR should be done.
Content analysis gives us an idea about the context of the task
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To convert Task/Content Analysis into Specific Performance Objectives:
1.
Establish the instructional purpose: Answer these questions:
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1.
2.
What should workers KNOW or DO to achieve competency? (fro. Task anal.)
What should workers Know or DO by the end of instruction?
1.
2.
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3.
Establish the instructional purpose
Classify the learning tasks
1.
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4.
How can performance be judged?
What assumptions must be made about the conditions of performance?
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
iDevelopment 675
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Converting Results of Task or Content Analysis into
Performance Objectives
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GAGNE AND BRIGGS
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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
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A LEARNER ANALYSIS (Dick and Carey) can be done to identify prerequisite knowledge.
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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
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1.
2.
Core competency for iDevelopers:
TDWBAT Classify the type of performance objective that must be written
TDWBAT state performance objectives directly linked to work
requirements.
iDevelopment 675
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Describing Parts of Performance Objectives
Pfce Objs relate to
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1) Performance,
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What the learner does to demonstrate mastery of an objective at the end of the
instructional event
2) Criterion,
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Describes HOW WELL the learner must perform to be acceptable
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Process criteria: follow directions: first, ,,, then..
Product criteria: specific outcomes: 2 out of 3.
3) Condition(s).
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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….
iDevelopment 675
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Levels of Objectives in the Cognitive Domain
(Rothwell & Kazanas affter Bloom, 199d4)
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Assess the value of..
Assemble a whole from parts..
disassemble a whole into parts..
Use what you know
“get” the message?
Remember the facts
iDevelopment 675
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Levels of Objectives in the Affective Domain
(Rothwell & Kazanas affter Bloom, 199d4)
Characterization
Adopt a new outlook on life
Organization
Valuing
Develop an new value system
Accpting values/beliefs
Responding
Participating
Receiving
Paying attention
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Levels of Objectives in the Psychomotor Domain
(Rothwell & Kazanas affter Bloom, 199d4)
Complex overt response
Automatic / habitual
M mechanism
Guided Response
Act w/o resistance
Perform with assistance
Set
Get ready to perform
Perception
Observing Behaviors
Involved in a task
iDevelopment 675
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Writing Performance Objectives
TSWBAT
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Make them short.
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Use clear language
JUSTIFYING
PERFORMANCE OBJECTIVES
1.
2.
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5.
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
iDevelopment 675
© E. G. Kowch
For next class
• Adieu for this week, EDER 675
Readings for Next Week:
Chapter 9 (text) Developing Performance Measures
Chapter 10 Sequencing Performance Objectives
SCAN: Ch. 11 Specifying Instructional Strategies
( a review of Gagne from 673)
Case 11: Malcolm Gibson Instructional
Strategies & Repurposing Instruction
Eugene G. Kowch
Assistant Professor of Educational Technology
iDevelopment 675
© E. G. Kowch