This document discusses writing performance objectives for instructional design. It defines key components of objectives, including specifying skills, knowledge, attitudes to be taught; determining instructional strategies; and establishing criteria for evaluating student performance. The development of objectives involves considering verbs that describe observable behaviors and carefully deriving those behaviors. An example objective template is provided that includes the behavior, condition, and criteria. The purpose of objectives is to prevent gaps in instruction and indicate what students will know. The process of writing objectives involves editing goals, writing terminal and subordinate objectives, and evaluating objectives through test items.

1. GROUP 1
Almalikul Ikhwanda
Haryana
Rizka Fitriani
Zelvia Liska Afriani

2. BACKGROUND
• Writing Performance objectives is
the best-known component of
instructional design
• The process of defining
objectives was not included as an
integral component of a total
instructional design model

4. THE DEVELOPMENT
OF OBJECTIVES
1.Specifying the skills, knowledge, and
attitudes they will teach
2.Determining the strategy for
instruction
3.Establishing criteria for evaluating
student performance when instruction
ends

5. PURPOSE
• To help the learners prevent instructional
gaps or duplication
• Indicate to parents or supervisors what
students or employees are being taught
• May sound interesting and challenging ,
but seldom indicate what it is that learners
will know or be able to do when instruction
is completed.

6. Performance Objective
Mager, 1975
Behavioral
Performance
Instructional
Terminal

7. Components of Objective
Skill
Condition
Criteria

8. Derivation of Behaviors
The designer should carefully
consider the verbs
Example (Gagne, Wager, Golas, and Keller, 2004):
Identify, classify, demonstrate, or
generate

9. THE SKILLS
THE
METHODS
THE
EVALUATION

10. • Skills
BEHAVIOR
• Method
• Resource
Materials
CONDITION
• Evaluation:
• Task
• Rubric
CRITERIA

11. formula: KKO + Materi
Teaching objective
At the end of study, students are able to:
 Demonstrate the detailed information of the topic with the
general structure of report paragraph into paragraph
writing.

12. Material
• Given a topic of the picture about natural phenomenon.
• Given parts of the generic structure of report paragraph.
• Demonstrate the detailed information into paragraph writing
along with generic structure of report paragraph.
Teaching strategies
PIE strategies
Resource materials
 Textbook: Be Smart in English 1A Grade XI of Senior high school
 Dictionaries
 Slides/computer,
 Pictures

13. TASK:
Writen Paragraph
Directions:
Make a composition of report text by choosing one of topics below at least 150 words in 60 minutes!
(Buatlah sebuah karangan teks laporan dengan memilih salah satu topik dibawah ini sedikitnya 150
kata selama 60 menit!
The topics for Report Text
Smog 2. Traffic Jam
3. Ceremony of Independence Day in Indonesia

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Name:…………………..
Class:……………………

15. Task Description: (Teacher may explain specific assignment in this space.)
Criteria
weight
Exemplary
4
Yes
Accomplished
3
Yes, but
Developing
2
No, but
Beginning
1
No
Topic 10%  Directly relevant  Somewhat relevant  Remotely related  Totally unrelated
Organization 10%
 Good organization;
points are logically
ordered; sharp sense of
beginning and end
 Organized; points are
somewhat jumpy;
sense of beginning and
ending
 Some organization;
points jump around;
beginning and ending
are unclear
 Poorly organized; no
logical progression;
beginning and ending
are vague
Quality of
Information
25%
 Supporting details
specific to subject
 Some details are non-
supporting to the
subject
 Details are somewhat
sketchy. Do not support
topic
 Unable to find specific
details
Grammar,
Usage,
Mechanics,
Spelling
25%
 No errors  Only one or two errors  More than two errors  Numerous errors
distract from
understanding
Interest Level 10%
 Vocabulary is varied;
supporting details vivid
 Vocabulary is varied;
supporting details
useful
 Vocabulary is
unimaginative; details
lack “color”
 Basic vocabulary;
needs descriptive
words
Neatness 10%
 Typed; clean; neatly
bound in a report cover;
illustrations provided
 Legible writing, well-
formed characters;
clean and neatly bound
in a report cover
 Legible writing, some
ill-formed letters, print
too small or too large;
papers stapled together
 Illegible writing; loose
pages
Timeliness 10%
 Report on time  Report one class period
late
 Report two class
periods late
 Report more than one
week late
Rubric for Written Report
Assignment Score ______________ + Beyonder/Bonus ______________ = Final Score ________________

16. Process for Writing Objectives
• The steps in writing objectives are as follows:
1
• Edit goal to reflect eventual performance context.
2
• Write terminal objective to reflect context of learning environment.
3
• Write objectives for each step in goal analysis for which there are no
sub steps shown.
4
• Write an objective for each grouping of sub steps under a major step
of the goal analysis, or write objectives for each sub step.
5
• Write objectives for all subordinate skills.
6
• Write objectives for entry behaviors if some students are likely not to
posses them.

17. Evaluation of Objectives
• By constructing a test item that it will be used
to measure the learners’ accomplishment of
the task.
• By asking a colleague to construct a test item
that is congruent with the behavior and
conditions specified.

18. The Function of Objectives
For designers
An integral part of the
design process
As the input
documentation
For instructors
and learners
Generally only the major
objectives are included in
the course syllabus, a
publication, or a module
The wording of those
objectives appearing in
the materials is modified.

19. Reference
• Dick, W., Carey, L., & Carey, J.O. (2005). The
systematic design of instruction (6th ed).
Boston: Allyn and Bacon. Jonassen