Part Three Designing

Instructio n
 Defining Performance
7 Objectives
 The Goal of Defining Performance Objectives are as follow

• Were able to use as a guidelines for developing the

instruction and for designing measures of learners
performance to determine whether the course
objective have been reached.
• Were able to adopt the process in defining the
performance objective, by evaluating the success of
the instruction in terms of its intended outcomes.
• This chapter discusses the five component
convention and the classification of objectives by
learning type.
 Defining Performance
Objectives

“Performance Objectives are written after the

process of task analysis “ according to the Dick and
Carey (1990) model for instructional Design.

Actually, they are written during the process of

task analysis in order to clarify target objective and
to classify the skills to be learned so that further
analysis is possible.
 Defining Performance
Objectives

Instructional design technology involves correction and revision

of instruction based upon the result of empirical testing.
Therefore,
It is essential that the desired outcomes of the designed
instruction be clearly and unambiguously stated.
 Defining Performance
Objectives

• Behavioral objectives
• Learning objectives
• Performance objectives
 Defining Performance
Objectives

•
•Define
Performance objective
as a precise statement of a capability that, if
possessed by the learner, can be observed as a performance.
 Defining Performance
Objectives

• The question the designer must be able to answer

before starting the development of any instruction is,
"What will these learners be able to do after the
instruction, that they couldn't (didn't) do before?" or "How
will the learner be different after the instruction?"
 Defining Performance
Objectives

• Precision in the definition of objectives meets the need for

communication of the purposes of instruction and the need for
evaluation of instruction. Objectives that are precisely defined
provide a common technical basis for meeting both of these
needs.
 Defining Performance
Objectives

• The instructor wants to communicate the intended outcomes

of instruction to students, teachers, and parents (when
appropriate).
 Defining Performance
Objectives

• Precise definitions of objectives become the specification

for "domains" from which items for achievement testing are
drawn (Popham, 1975). Objective definitions, thus, ensure that
what is evaluated and what is communicated as an intended
learning outcome have a common meaning.
 Defining Performance
Objectives

It is likely to be of interest to students who want to

be able to tell when their own performance reaches the
goal that the teacher or textbook had in mind.
 Defining Performance
Objectives

ACHIEVING PRECISION IN OBJECTIVES

An objective is precisely described when it
communicates to another person what
would have to be done to observe that a stated lesson
purpose has in fact been
accomplished. The statement is imprecise if it does not
enable the other person
to think of how to carry out such an observation.
 Defining Performance
Objectives

1. "Realizes that most plant growth requires sunshine." Such a statement doesn't
say or imply how such an outcome would be observed. Does it mean that the
teacher would be satisfied with the answer to the question, "Is sunshine
necessary for the growth of most plants?" Evidently not. How, then, would
such an objective be observed?

2. "Demonstrates that sunshine affects plant growth." This statement implies that
the teacher must observe instances in which the student shows that he knows
the relation between sunshine and plant growth. The observation assumes the
relation between sunshine and plant growth. The observation might be made in
various ways (by using actual plants, pictures, or verbal statements). The main
point is that it tells in a general way what sort of observation is required.
 Defining Performance
Objectives

COMPONENTS OF
OBJECTIVE
 Defining Performance
Objectives

One purpose for unambiguous objectives is to enable the

designer to determine which conditions of learning should be
included in the instructional materials. The five-component
objective is more specific than the definitions suggested by other
authors (Mager, 1975; Popham and Baker, 1970). The reason for
greater specificity is to communicate more information about the
type of learning outcome that is desired. We cannot directly
observe that someone has acquired a new capability. We can only
infer that the capability has been attained through the observation
of satisfactory performance by the learner on a task that employs
that capability. Often, the particular performance (action) exhibited
by the learner is confused with the capability.
 Defining Performance
Objectives

Five-component objective
• Situation
• Learned Capability Verb
• Object
• Action Verb
• Tools, Constraints, or Special Conditions
 Defining Performance
Objectives

Situation
What is the stimulus situation faced by the
student?
 Defining Performance
Objectives

For example,
when asked to "type a letter," is the student given parts of
the letter in longhand copy? Is the letter to be produced from
an auditory message or from notes? Obviously, what the
student actually does is highly dependent on the situation. An
objective must specify the features of this situation.
 Defining Performance
Objectives

learned Capability Verb

These verbs may be used to classify each of the nine types
of learning outcomes. By including one of these verbs in the
objective, the intended behavior is more clearly
communicated, and the conditions of learning appropriate to
that type of learning outcome are more readily applied.
 Defining Performance
Objectives

Table 7.1 Standard Verbs to Describe Huma Capabilities, with Example of Phrases Incorporating Action Verbs

Caapability Capability Verb Example (Action Verb in Italic)

Intellectual Skill

Discrimination discriminates Discriminates by matching French sound u and ou

Concrete Concept identifies Identifies by naming the root, leaf, and stem of representative plants

Defined concept classifies Classifies by using a definition, the concept family

Rule demonstrates Demonstrate by solving verbally stated examples, the auddition of positive and negative
numbers
Higher-Order Rule generates Generate by synthesizing applicable rules, a paragraph describing a person’s actions ia a
(Problem Solving) situation of fear
cognitve strategy Adopts Adopts a strategy of imagining a U.S map, to recall the states in writing a list

Verbal Information states States orally the major issues in the presindential campaign of 1932

Motor Skill executes Executes by backing a car into a driveway

Attitude chooses Chooses by playing golf as liesure activivty