CHAPTER 6-WRITING

PERFORMANCE OBJECTIVES
NUR AINA AZUHA BINTI AZMAN (2015675716)
NUR AQILAH BINTI NORAZMAN (2015675398)
 OBJECTIVES
• Differentiate among the terms instructional goal, terminal
objective, subordinate skill, subordinate objective, behavioral
objective, performance objective, and instructional objective.
• Name and describe the components of a properly written
performance objective.
• Write a terminal objective that includes relevant information
about the instructional context and/or the performance
context.
• Write performance objectives for skills that have been
identified in an instructional analysis.
 PERFORMANCE OBJECTIVE
• A detailed description of what students will be
able to do when they complete a unit of
instruction.
• Behavioral objective=performance
objective=instructional objective
• It describe instead the kinds of knowledge, skills,
or attitudes that the students will be learning.
• It does not describe what the instructor will be
doing.
 INSTRUCTIONAL GOAL
• Describe what learners will be able to do when they complete
a set of instructional materials.
• Describe the real-world context, outside the learning
situation, where the learners will use the skills and
knowledge.
• Instructional goal converted to performance objective=
terminal objective.
• Terminal objective: describes exactly what the students will
be able to do when he or she completes a unit of instruction.
• Subordinate skills: the skills derived through an analysis of the
steps in a goal.
• Subordinate objectives: the objectives that describe the skills
that pave the way to the achievement of the terminal
objective.
 PERFORMANCE OBJECTIVES VS.
INSTRUCTIONAL GOALS
• Instructional goals are broad statements about a
unit or topic. Think of them as a large target.
• Performance objectives take the big picture goals
and break them down into precise details.
• Performance objectives pertain directly to tasks or
skills to be learned.
• Performance objectives describe a behavior in a
way that can be quantified.
 REASON FOR HAVING OBJECTIVES
• Objectives is the basis for developing test item-
whether they have the entry behavior.
• Ensure the appropriateness of given instruction
for particular students-items should be written
to access the skills.
• Useful for the designer to have these
objectives-learners in target populations do not
have entry behaviors, it become necessary to
develop instruction for these behaviors.
 COMPONENTS OF AN OBJECTIVE
1. Skills/behavior identified in the instructional analysis.
- Contain action and content/concept
2. The conditions that will prevail while a learner carries
out the task.
3. The criteria that will be used to evaluate learners
performance.
Problem: objective may not conveyed any real
information, even though it may meet the formatting
criteria for being an objective.
Solution: make that the objectives are not universal.
 DERIVATION OF BEHAVIORS
• Objectives are derived from instructional analysis, so they must express
precisely the type of behavior already identified in the analysis.
• If the identifiable behavior present in the subskill, we can simply adding
the criteria for assessment and describing the conditions under which the
behavior must be performed.
• Subskill statements can be vague in writing a matching objective.
• Carefully consider the verbs that may be used to describe behavior. E.g.
Identify, classify, demonstrate, or generate.
• Know, understand, or appreciate are vague words.
• Intellectual skill and verbal information objectives also describe the intent
of the behavior.
• Objectives that relate to psychomotor skills usually are easily expressed in
terms of behavior. E.g. Running, jumping, or driving.
 DERIVATION OF CONDITIONS
• Conditions refer to the exact set of circumstances and resources that will
be available to the learner when the objective is performed.
• Function of conditions component:
1. Whether a cue will be provided that learners will use the information
stored in memory.
CONDITION BEHAVIOR
Given the term Write the definition
Given the definition Name the term
Given the term and a set of Select the most precise
alternative definitions definition
Given an illustration of the Name and define the concept
concept illustrated
Given the term List its unique physical
characteristics
Given the term List its functions or roles
2. The characteristics of any resource material required to perform the task.
- Specify any resource materials that are needed to perform a given task.
3. The scope and complexity of the task.
- Control the complexity of a task in order to tailor it to the abilities and
experiences of the target population.
4. Relevant or authentic contexts for the real-world performance setting.
- Aiding the transfer of knowledge and skill from the instructional setting
to the performance setting.
- Used to specify the most real-world, authentic, or relevant materials and
contexts, the nature of the stimulus material, and the characteristics of
the target population.
- Primary consideration: the performance and instructional contexts, the
nature of the stimulus material, and the characteristics of the target
population.
- Psychomotor: need to consider the nature of the context in which the
skill will be performed and the availability of any required equipment for
performing the task. (e.g. Demonstrate driving an automobile.)
• Specifying the conditions under which learners will demonstrate that they
possess a certain attitude.
- The context in which the choice will be made, the nature of the
alternatives from which the learner will choose, and the maturity of the
target population.
- Choices may be situation specific.
• Specifying conditions for both psychomotor skills and attitudinal choices
can be tricky.
- An appropriate set of conditions may be difficult to implement in the
instructional and testing setting.
- Simulations are sometimes required.
• Conditions associated with an objective will shape the instruction as much
as the behavior in the objective.
- Only need to be able to find the information, instruction will consist of
opportunities, with feedback, to look for various information related to
objective.
- In a crisis situation, the focus will be on the ways to store and quickly
retrieve the information from memory without taking time to look it up in
notes and reference materials.
 DERIVATION OF CRITERIA
• Consider the nature of the task to be performed.
• Some intellectual skill and verbal information tasks have only one
response that would considered correct.
- e.g. balancing a ledger sheet, matching the tense or number of subjects
and verbs
- Specifying the number of times that learners are to perform the task (e.g.
two out of three times) does not indicate the objective criterion.
• Some intellectual skills and verbal information tasks do not result in a
single answers.
- e.g. dividing a line into equal parts/ estimating distance using a scale
- Criteria: specify any information or features that must be present in a
response for it to be considered accurate enough.
- Complex responses, a checklist of response features may be necessary to
indicate the criteria for judging the acceptability of a response.
• The criteria for judging the acceptability of a psychomotor skill
performance need to be specified using checklist to indicate the expected
behaviors.
- Frequency counts or time limits might be necessary.
- Description of the body’s appearance as the skill is performed may need
to be included (e.g. the position of the hands on a piano keyboard).
• Criteria for attitudinal goals can be complex.
- Depend on factors
- Might include a number of times a desirable or undesirable behavior is
observed in a given situation.
- Make a checklist of anticipated behaviors.
- Problem with criteria for attitude measurement
 PROBLEM…
• In a certain instructional setting: statement that expert judgment or
instructor judgment is the criterion for judging learner performance.
- Avoid listing expert judgment as the criterion of an objective since it is not
helpful.
- In situations in which a judge must be used, try to consider the types of things
you would look if you were the expert who was judging the performance.
• Criteria for an answer, product, or performance can be complex and specified
in a variety of categories (e.g. 1. adequate form of a response; 2. adequate
function of the response; and 3. adequate qualities, or aesthetics).
- Related to form, criteria might include whether it is intended and formatted
according to structural rules. For function or purpose, criteria such as
conveying information on one topic, persuading a reader, or providing
adequate directions might be appropriate. Related to qualities or aesthetics,
criteria might include clarity, interest value, logical chronology and transition,
and creativity.
 EXAMPLES
PSYCHOMOTOR SKILLS
• Attention is given to the learning of coordinated
activity involving the arms, hands, fingers, and feet,
while verbal processes are not emphasized.
• Change of verbs.
‘determine how to’ → ’operate the’
• Criteria:
-Specific
-listing the sub-steps.
ATTITUDES
• Complex in terms of conditions, behaviors and
criteria.
• Difficult to implement.
• Eg: Measurement of attitudes requires that the
tellers know how to act while greeting a
customer and why.
• Must believe that they are free to act in the
manner that they choose.
VERBAL INFORMATION
• The conditions specify key terms that must be
used in test items presented to learners.
• The manner in which the key terms will be
presented to learners is made clear, in witing.
• The behaviors used in the subskill and the
objective are the same
INTELLECTUAL SKILLS
• Critical, analytical, synthesizing and problem-solving
skills.
• Key terminology and the way the actions will be
presented is included
• Easy to detect positive member actions in written
script than in a video of interactive member dialogue.