Instructional Development

(EDER675)
March 3

writing Performance
Objectives
,

iDevelopment 675
E. G. Kowch

Agenda

1.

Review of last week

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.

iDevelopment 675
E. G. Kowch

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.

iDevelopment 675
E. G. Kowch

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

iDevelopment 675
E. G. Kowch

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

iDevelopment 675
E. G. Kowch

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.

iDevelopment 675
E. G. Kowch

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.

iDevelopment 675
E. G. Kowch

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.
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.

2.
3.

Establish the instructional purpose

Classify the learning tasks
1.

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
E. G. Kowch

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?

iDevelopment 675
E. G. Kowch

Stating Performance Objectives in Performance Terms

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
E. G. Kowch

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.

iDevelopment 675
E. G. Kowch

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
E. G. Kowch

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

iDevelopment 675
E. G. Kowch

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
E. G. Kowch

Writing Performance Objectives

TSWBAT

Make them short.

Use clear language

JUSTIFYING
PERFORMANCE OBJECTIVES

1.
2.
3.
4.
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