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Power point, why writing clear performance objectives matters and how to write them
 

Power point, why writing clear performance objectives matters and how to write them

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    Power point, why writing clear performance objectives matters and how to write them Power point, why writing clear performance objectives matters and how to write them Presentation Transcript

    • Why Writing Clear Performance Objectives Matters(And How to Write Them) By Mary Ann Mack
    • Did you ever wonder why writing clear performance objectives really matters? OR… Have you thought about why they are so critical to the design of instruction?What IS a performance objective anyway?
    • A performance objective,as defined in Dick, Dick, &Carey (2009), is “a detaileddescription of whatstudents should be able todo when they complete aunit of instruction”(p. 113). It is the GOAL we strive toward as educators!
    • It does NOT describe what the INSTRUCTOR will be doing. BUT… It describes the kinds of knowledge, skills, or attitudes that the STUDENTS will be learning.
    • After all, the studentis at the center of our teaching. Should they not also be the FOCUS of our written performance objectives?
    • When performance objectives are written clearly and specifically, everyone involved has clear-cut guidelines for what is to be learned during the course and what will be tested afterward. Clearly written performance objectives leave no room for confusion, misdirection, or wasted time. Everyone has a plan; designers, students, instructors, curriculumsupervisors, and training administrators.
    • The next logical step to ask, then, is, “How do I write clear andspecific performance objectives?”
    • Performance Objectives have 3 parts: 1. Conditions 2. Behavior 3. Criteria
    • 1. ConditionsThe first part describes the skill identified. It contains anaction and the content to be covered.(Ex. The student will be able to divide two digit numbers by 7)(Ex. SWBAT design a lunar module…)(Ex. SWBAT repair a tire…)(Ex. SWBAT write a letter using the subjunctive mood…)
    • 2. BehaviorThe second part describes the conditions that the studentwill work under.(Ex. Given ten two digit division problems…)(Ex. Given a kit with all necessary materials…)(Ex. Given a jack and a lug nut wrench…)(Ex. Given paper, pen, and a chart on how to conjugateregular subjunctive verbs in Spanish…)
    • 3. CriteriaThe third part describes the criteria to be used toevaluate the learner performance. This is the tolerancelimit that will be acceptable.(Ex. …with 80% accuracy.)(Ex. …correctly according to the kit directions.)(Ex. …so that the car can be driven safely.)(Ex. …using seven correctly conjugated sentences.
    • With the above examples in mind, trywriting your own performance objectives.Ask yourself:• What do I want my students to be able to do?• What are the materials I will give them to work with?• What limits do I feel are acceptable to show mastery of the objective?
    • REMEMBER• Be Specific!Check out the “Performance Goals and Objective List”when you are done with this power point.• Be Behavior Oriented!Do not settle for using weak words like “know” or“understand.”• Be Student Centered!This is, after all, to help you, the teacher,meet learner needs by meeting the objective!
    • ReferencesDick, W., Carey, L. & Carey, J. (2009). The Systematic Design of Instruction. Upper Saddle River, NJ: Pearson.