1. Instructional Design : Design Phase Unit 3
Writing Objectives
Instructional Design : Design Phase
Unit 3

2. Dick & Carey Design Model
Writing Performance Objectives
Developing Criterion Reference Tests
Developing Instructional Strategy

3. Real through and answer the following question
Go to the website :
Real through and answer the following question
Define the term learning objective?
Identify the main components of a LO?

4. Background - Performance Objectives
Robert Mager’s behavioral objectives
began in the 60’s
precise, clear statements of what students should be able to do at the end of instruction
Problems with behavioral objectives
formulated in isolation
seldom used

5. Terminology

6. Synonyms for Performance Objectives
Behavioral Objectives
Instructional Objectives
Learning Objectives
Outcomes
Enabling Objectives
Terminal Objectives
Educational Objectives
Curriculum Objectives
Operational Objectives
Intents
Aims
Competencies

7. Components of Performance Objective
1. Skill or behavior
what the learner will be able to do
Example: “Add two, three-digit, positive numbers”

8. Components of Performance Objective
2. Conditions
tools the learner will use
Example: “Using a calculator”

9. Components of Performance Objective
3. Criteria
used to evaluate the learner
Example: “In four out of five number problems”

10. The learner will be able to add two, three-digit, positive numbers (Behavior) using a calculator (Conditions) In four out of five number problems (Criteria).
The student will correctly name the five stages of mitosis within 30 seconds .

11. Source of the Skills or Behaviors
Derived from the sub-skills under the instructional analysis steps
The test: Ask, “Can I observe the learner doing this?”(skill)
If precise, the sub skills don’t need to be modified
Some Intellectual Skills Verbs are:
discriminate
identify
classify
demonstrate
generate

12. Types of Behaviors 1. Intellectual & verbal skills
describe the skill & the intent
2. Psychomotor skills
specified by verbs like: jogging, painting, brushing, etc.
3. Attitudinal skills
choosing between options

13. The “A, B, C and Ds” of Behavioral Objectives
Audience
Who is your target group?
Behavior
An observable action
Condition
Tools or skills they will need
Degree
Level of acceptable performance

14. Conditions
1. Give the cue needed for the learner to search LTM (linear topic map) for the answer
write, name, select, list
2. Includes
resource materials / tools

15. Conditions (cont’d)
3. Control the complexity of the task to match the audience level
Two examples:
Given three sockets, pick the hex socket (audience: beginning mechanics)
Given a 1500-piece toolbox, select the metric 3/8 drive thin-wall, 8 mm. impact socket (audience: master mechanics)

16. Criteria (Degree) includes
What behavior is acceptable or
The limits of acceptable behavior
limits include:
single answer
a range
checklist (psychomotor)
tally or anecdotal record (attitudinal)

17. Steps in Writing Objectives Summary
1.Edit goal to reflect performance
2.Write terminal objective to reflect context of learning environment
the instructional area, the workplace, and the audience
3. Write objectives for each step in the goal analysis that have no sub steps
4. Write objectives that reflect the sub steps or write objectives for the subs steps
5.Write objectives for all subordinate skills
6. Write objectives for entry behaviors if needed

18. Summary Background of behavior objectives
Synonyms for Performance Objectives
Components of Performance Objective
A,B,C,D
Steps in Writing Objectives