COM 535, S08 Writing Performance Objectives February 20, 2008.

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Presentation transcript:

COM 535, S08 Writing Performance Objectives February 20, 2008

COM 535, S08 Why Performance Objectives? Guides instruction by beginning at the end. Helps select content. Guides instructional strategies. Suggests assessment strategies. Supports learner-centered, constructivist approach to instruction.

COM 535, S08 Key Concepts Performance Objective Also called behavioral or instructional objective Terminal Objective Subordinate Objective

COM 535, S08

Components of a Performance Objective 1.Description of the skill or behavior to be performed (B). 1.Includes both action and concept/content. 2.Uses specific performance verbs. 3.Ask: Could I observe a learner doing this? 2.Performance conditions (CN). 3.Evaluation criteria (CR).

COM 535, S08 Components of a Performance Objective 1.Description of skill or behavior to be performed (B). 2.Performance conditions (CN). 1.Consider performance context, not classroom context. 2.Identify resources needed to complete task. 3.Tailor complexity of task to target audience. 3.Evaluation criteria (CR).

COM 535, S08 Components of a Performance Objective 1.Description of skill or behavior to be performed (B). 2.Performance conditions (CN). 3.Evaluation criteria (CR). 1.Consider how many times a task should be repeated to show mastery. 2.Avoid using “expert” judgment as an assessment.

COM 535, S08 Writing Performance Objectives 1.Double-check instructional goal. 2.Write terminal objective for every step/substep. 3.Write subordinate objectives for every subskill. 4.Consider whether objectives are appropriate for entry behaviors.

COM 535, S08 Evaluating Performance Objectives Ask: Can I produce a test to measure the learner’s completion of the task? Yes? Good job. No? Revise the objective so that an effective measurement tool can be developed. Remember that objectives can be written in more than one sentence.

COM 535, S08 Reviewing Example Objectives Psychomotor Skills (p. 135) Conditions are described specifically. Different, observable verbs. Attitude Skills (p. 136) Conditions are observable (even if the learner doesn’t know s/he is being watched). Conditions (and criteria) often stay the same across steps.