Instructional Development (EDER675) March 3 writing Performance Objectives ,

1. Instructional Development (EDER675)March 3writing Performance Objectives,

2. 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.

3. 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.

4. 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

5. 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

6. 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.

7. 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.

8. 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

9. 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: • 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?”

10. 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.

11. 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….

12. 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

13. 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

14. 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

15. 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

16. For next class • Adieu for this week, EDER 675Readings for Next Week:Chapter 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