Chapter 3:

CONDUCTING A GOAL ANALYSIS

PREPARED BY :
NURFARAHIN AFINA BT FADZIL |2015617146
NURUL AISYAH MUNIRAH BT A. RAHIM |2015460958
 CONDUCT DEVELOP &
REVISE
INSTRUCTIONAL SELECT INST.
INSTRUCTION
ANALYSIS MATERIALS

DESIGN &
IDENTIFY WRITE DEVELOP DEVELOP CONDUCT
INSTRUCTIONAL PERFORMANCE ASSESSMENT INSTRUCTIONAL FORMATIVE
GOALS OBJECTIVES INSTRUMENTS STRATEGY EVALUATION
OF INST.

ANALYZE DESIGN &

LEARNERS AND CONDUCT
CONTEXTS SUMMATIVE
EVALUATION
 ★ Classify instructional goals
according to the domains.

OBJECTIVES ★ Perform a goal analysis to

identify major steps
required to accomplish an
instructional goal.
 OVERVIEW
● INSTRUCTIONAL ANALYSIS :
○ 2nd steps of the Dick & Carey Model.
○ A set of procedures ; when applied to an instructional goal, results in the
identification of the relevant steps for performing a goal & the subordinates skills
required for a student to achieve their goals (Dick & Carey)
○ perform s somewhat of a “Double check’ with the goal statement to make sure that it
is very distinct and clear.
● Major purpose
○ Identify the skills and knowledge
that should be included in the
instructions
○ It is relatively complex
○ Therefore, it is separated into
two major substeps
● Two major substeps
○ How the designer determines the
major components of the
instructional goal through the
use of goal analysis (will be
discussed in this chapter).
○ Describe how each steps in the
goal can be further analyzed to
identify subordinate skills.
● Found that ID students much more successful doing the subskills analysis if they have
already worked their way through successful goal analysis.
● Total process = instructional analysis.

What exactly would learners be doing if they were demonstrating that they already

could perform the goal?

● Asking question in this way is in sharp contrast

○ To creating instructional by ;
■ Identifying topics/content areas
■ Determine what information should be included based on current views of SMEs
● SMEs approach = stressed on knowing.
● ID approach = stressed on doing.
 ★ Goal Analysis
○ Verbal Information

CONCEPTS ○ Intellectual Skills

○ Psychomotor Skills
○ Attitudes
○ Cognitive Strategies
 Goals analysis
● 2 fundamental steps
○ Classify the goal statements according to the kind of learning that will occur.
■ [different categories of learning - domains of learning]
○ Identify & sequence the major steps required to perform the goal.
● Each of goals - might serve as the starting point for an instructional program.
● Need to determine what skills must be learned to achieve the goals
○ Categorize the goal into one of Gagne’s (1985) domain of learning.
○ Each goal need to be classified into one of the domains.
 ● Only one answer for each question
● There is only one basic way to ask each
question
● No symbolic manipulation
○ No problem-solving/rule applying

Verbal information
● Requires learners to provide specific
answer for specific questions.
● Can spot a verbal information goal by the
verb used
● Learner must state, list or describe
something and assumed that ‘something
will be taught in the instruction.
● Learner need to remember the
information for the test.
 Intellectual skills
● Problem - solving task
● Require the learners to do some cognitive
activity
○ Able to solve a problem/ perform an
activity with previously
unencountered info/ examples.
● Three common types
○ Forming concepts
○ Applying rules
○ Solving problems
● Learner can classify things according to
labels and characteristics.
● Can select & apply a variety of rules in
order to solve problems
● Requires learner to manipulate symbolic
information.
● E.g
○ Being able to apply the rule for
computing sales tax
○ Being able to classify a variety of
creatures as either
mammals/reptiles
● Learning concepts essentially
○ Able to classify examples as being a
part of concept or not.
● Concepts are combined to produce rules.
● The rule shows that the relationship among
the concepts.
● The knowledge of the rule
○ Tested by giving the learner a
variety of values for a & b and asking
for the value of c.
● The learner need to follow a series of steps
to produce the correct answer.
● The highest level of intellectual skill =
problems solving
● 2 types of problems :
○ Well-structured
○ Ill-structured
● Well-structured
○ Considered to be an application
problem.
○ Usually the learner will be given
●
■ Details about situation
■ Suggestions of what rules
■ concepts that might apply
■ Indication of the
characteristics of the solution.
● Ill-structured
○ Not all data required for solution are
available
○ The nature of the goal is not clear
○ Multiple processes can be used
○ No solution is considered the correct
one.
 ● Equipment must be manipulated in a
very spesific way to successfully
produce a quality video image..
● The characteristics
○ The learner must execute muscular
actions

Psychomotor skills ●
○ With /without equipment
there may be a great deal of mental
or cognitive activity that must
Involves the coordination of mental and physical accompany the motor activity.
activity. ● For purposes of instructional
analysis, learner must
○ Learn to execute new
○ Nontrivial skills
○ Performance
 ● Learners would choose to make lifestyle
decisions that reflects a positive lifelong
concern for their health.
● Determine whether the learners will have
a choice to make and whether the goal
indicates the direction in which the

Attitudes
decision is to be influenced.
● Probably not able to achieved at the end
of the instrucition.
● Quite often long-term goals that are
The tendency to make particular choices or extremely important but difficult to
decisions. evaluate in the short term.
● One way to determine whether the
learner managed to achieve attituditinal
goal
○ Having them do something
 Cognitive strategies
● For completeness and to avoid confusion.
● Purposes cognitive strategies can be treated as in a manner similar to ill-structured
problem solving and taught as intellectual skills.
● The meta processes that we use to manage the way we think about things
● Ensure our own learning
● Some strategies are straightforward
● Complex cognitive strategies - figuring out how to
○ Organize
○ Cluster
○ Remember
○ Apply new information.