Writing performance objectives: An Overview
•Download as PPTX, PDF•
4 likes•3,061 views
The document discusses the Dick and Carey model for writing performance objectives for instructional design. It defines performance objectives and instructional goals, explaining that objectives break goals down into precise, observable tasks with conditions, behaviors, and criteria. The document provides guidance for writing effective objectives that clearly describe what skills will be demonstrated, the conditions and criteria for evaluation.
Report
Share
Report
Share
Recommended
Writing performance objectives
This document discusses writing effective performance objectives for instructional design. It defines what a performance objective is and explains that it identifies the skills to be learned and criteria for mastery of a lesson. It breaks down the three main parts of a performance objective: behavior/content, conditions, and criteria. An example performance objective is provided. Guidelines are given for writing objectives, such as using observable tasks and defining accuracy levels. Students are assigned to write their own objectives and provide feedback on peers' objectives.
THE PROCESS APPROACH TO WRITING
“Good writing does not just happen. The best writers spend a great deal of time thinking, planning, rewriting, and editing.”
-Elizabeth West
Constructs and models
The document discusses several models of communicative competence:
1. Canale and Swain's model includes grammatical, sociolinguistic, and strategic competence. It emphasizes the demonstration of knowledge in actual performance.
2. Bachman's model distinguishes knowledge from skills. It includes language competence, strategic competence, and psychophysiological mechanisms.
3. Celce-Murcia et al.'s model has five components: discourse competence, actional competence, sociocultural competence, linguistic competence, and strategic competence. It aims to generate detailed content for curriculum design.
Bilingual education in colombia
This document discusses myths about bilingualism and bilingual education. It addresses five common myths: 1) It is better to have native teachers; 2) Students could be confused; 3) One needs to know everything about the second language; 4) It is more difficult for adults than children; 5) More English is always better for programs. The document explores definitions of bilingualism and bilingual education models. It discusses the geopolitics of bilingualism in the 20th and 21st centuries. It also addresses the myths that bilingual means English, that foreign language learning is different than a second language, and that bilingual education is only for elites.
Writing specific instructional/learning objectives
This document discusses planning a student-centered IT-based lesson using the ABCD framework for writing objectives. It covers analyzing learners' backgrounds, knowledge, and other factors. It also differentiates between goals and objectives, explaining that objectives should be specific, observable, and assessable. The ABCD model is introduced for writing objectives: Audience, Behavior, Condition, Degree. An example of a good objective following this model is provided along with critique of sample objectives.
Approches to course design in ESP
This document discusses three approaches to course design in English for Specific Purposes (ESP): language-centered, skills-centered, and learning-centered. The language-centered approach focuses directly on the language needs of a target situation or performance. The skills-centered approach looks beyond target performance to identify the underlying skills and strategies. The learning-centered approach views learning as determined by learners and focuses on how competence is acquired.
Teaching speaking brown
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
FAQs for TESOL: Teaching English to Speakers of Other Languages
FAQs for TESOL: Teaching English to Speakers of Other LanguagesCollege of Continuing and Professional Education
Ever wondered what you need to get started teaching English, either here or overseas? Curious how it might fit in your career? Find out about TESOL options, requirements and benefits with our informative FAQ slideshow.
For more on our TESOL Certificate program, visit http://ksutesolcertificate.com.Recommended
Writing performance objectives
This document discusses writing effective performance objectives for instructional design. It defines what a performance objective is and explains that it identifies the skills to be learned and criteria for mastery of a lesson. It breaks down the three main parts of a performance objective: behavior/content, conditions, and criteria. An example performance objective is provided. Guidelines are given for writing objectives, such as using observable tasks and defining accuracy levels. Students are assigned to write their own objectives and provide feedback on peers' objectives.
THE PROCESS APPROACH TO WRITING
“Good writing does not just happen. The best writers spend a great deal of time thinking, planning, rewriting, and editing.”
-Elizabeth West
Constructs and models
The document discusses several models of communicative competence:
1. Canale and Swain's model includes grammatical, sociolinguistic, and strategic competence. It emphasizes the demonstration of knowledge in actual performance.
2. Bachman's model distinguishes knowledge from skills. It includes language competence, strategic competence, and psychophysiological mechanisms.
3. Celce-Murcia et al.'s model has five components: discourse competence, actional competence, sociocultural competence, linguistic competence, and strategic competence. It aims to generate detailed content for curriculum design.
Bilingual education in colombia
This document discusses myths about bilingualism and bilingual education. It addresses five common myths: 1) It is better to have native teachers; 2) Students could be confused; 3) One needs to know everything about the second language; 4) It is more difficult for adults than children; 5) More English is always better for programs. The document explores definitions of bilingualism and bilingual education models. It discusses the geopolitics of bilingualism in the 20th and 21st centuries. It also addresses the myths that bilingual means English, that foreign language learning is different than a second language, and that bilingual education is only for elites.
Writing specific instructional/learning objectives
This document discusses planning a student-centered IT-based lesson using the ABCD framework for writing objectives. It covers analyzing learners' backgrounds, knowledge, and other factors. It also differentiates between goals and objectives, explaining that objectives should be specific, observable, and assessable. The ABCD model is introduced for writing objectives: Audience, Behavior, Condition, Degree. An example of a good objective following this model is provided along with critique of sample objectives.
Approches to course design in ESP
This document discusses three approaches to course design in English for Specific Purposes (ESP): language-centered, skills-centered, and learning-centered. The language-centered approach focuses directly on the language needs of a target situation or performance. The skills-centered approach looks beyond target performance to identify the underlying skills and strategies. The learning-centered approach views learning as determined by learners and focuses on how competence is acquired.
Teaching speaking brown
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
FAQs for TESOL: Teaching English to Speakers of Other Languages
FAQs for TESOL: Teaching English to Speakers of Other LanguagesCollege of Continuing and Professional Education
Ever wondered what you need to get started teaching English, either here or overseas? Curious how it might fit in your career? Find out about TESOL options, requirements and benefits with our informative FAQ slideshow.
For more on our TESOL Certificate program, visit http://ksutesolcertificate.com.Teaching writing
This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
How to teach vocabulary
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
CALL
1) The document discusses computer-assisted language learning (CALL), including defining CALL, types of CALL programs and materials, types of CALL activities, and the roles and advantages/disadvantages of computers in language teaching.
2) Types of CALL programs and materials include CALL-specific software, generic software like word processors, and web-based learning programs like online dictionaries and communication tools.
3) Computers can be used as tutors, tools, and mediums of communication to support language learning in the classroom or for independent study.
Diagnosis and Remediation in Reading
The document discusses reading disorders, their symptoms, diagnoses, and treatments. It notes that reading disorders affect about 20% of people and interfere with reading ability despite normal intelligence. Remedial instruction is designed for students performing below grade level and involves reviewing skills, modeling concepts, guided practice, independent practice, and applying skills to other texts to remedy reading weaknesses. A child's reading difficulties led to a diagnosis of a disorder and recommendation for remedial instruction by their teacher.
principles for teaching writing
This document outlines principles for teaching writing, including understanding students' reasons for writing, providing many opportunities for students to practice writing, and giving helpful feedback. It emphasizes the importance of practice for improving writing skills and discusses different types of rubrics teachers can use to evaluate student writing in a clear and meaningful way. The principles are intended to help teachers plan effective writing instruction and courses.
Enhancing participation through translanguaging
Irina Piippo gave a presentation on enhancing participation through translanguaging by using students' home languages as a resource in basic literacy training. She discussed translanguaging as both a theoretical perspective on multilingualism that sees languages as a unified bank of resources, as well as pedagogical practices that go beyond distinct languages. Harnessing translanguaging in the classroom can support students' multilingualism, make their minority languages visible, and facilitate connections between home and school. Some challenges include balancing multiple home languages and utilizing linguistic resources the teacher lacks.
A critical view of ELT history
This study traces three major shifts in TESOL methods from 1991 to 2006: 1) from communicative language teaching to task-based language teaching, 2) from method-based pedagogy to postmethod pedagogy, and 3) from systemic discovery to critical discourse. It analyzes these shifts, including the transition from CLT to TBLT due to problems with CLT like lack of authenticity in classrooms. It also examines the transition from method-based teaching to postmethod frameworks that emphasize local knowledge and teacher autonomy. Finally, it discusses the shift toward critical approaches that connect language to real-world issues.
Reading theories pp
1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
Teaching reading
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
Vocabulary Development in Oxford English
The document discusses strategies for developing vocabulary skills. It outlines different types of vocabulary including listening, speaking, reading and writing vocabulary. It provides tips for choosing words to teach like examining the text type and determining if words appear in directive, non-directive or mis-directive contexts. Strategies for enhancing vocabulary are discussed like developing a reading habit, using context clues, dictionaries and thesauruses, understanding word roots and maintaining a personal word list.
Teaching Writing to EFL students
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Teaching and learning vocabulary for second language learners
1) Cheryl Boyd Zimmerman is an associate professor specializing in teaching English to speakers of other languages (TESOL) with a PhD in International Education focusing on second language vocabulary acquisition.
2) The document discusses various approaches and activities for teaching and learning vocabulary for second language learners, including word-level activities, discourse-level activities, and strategies to promote learner independence and vocabulary retention.
3) Key approaches and activities mentioned include ranking words, working with word parts and phrasal verbs, sentence-level activities like picture stories and dictation games, as well as strategies like using vocabulary notebooks, dictionary practice, and reflection.
Difference between EGP and ESP
The main differences between general English (EGP) and English for specific purposes (ESP) are:
1. ESP focuses on teaching English for a particular professional domain based on learners' needs, while EGP teaches general English skills for everyday use.
2. ESP teachers design courses based on learners' professional needs and target language situations, whereas EGP teachers do not necessarily set goals and objectives.
3. ESP emphasizes training students for restricted but specific language use in their profession, while EGP aims to equip learners with general language capacity.
Assessing reading
Assessing Reading- Presented here are the different ways to assess the reading skills of the learners.
teaching writing
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
How do we teach grammar
This document discusses various approaches to teaching grammar in schools. It notes that grammar was popular in certain decades but is making a modest comeback. It considers whether grammar should be taught explicitly or discovered by students. The document also examines typical grammar problems students have, debates whether grammar matters, and presents a three-stage model for teaching it. It suggests grammar be integrated into other language skills and explored within authentic texts. The discussion considers challenges teachers face and how grammar could be taught at a particular school.
Language testing
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
Esp
This document outlines the methodology for an English for Specific Purposes course. It begins with an introduction to methodology and basic principles of language learning, including that it is developmental, active, decision-making, and emotional. It then provides examples of techniques like gaps, variety, prediction, and involvement. A model lesson is described that uses a hotel management case study and group work. Finally, it discusses language learning tasks like role plays, simulations, case studies and projects to integrate skills and encourage creativity.
Materials evaluation
The document outlines a systematic process for evaluating existing teaching materials based on the needs and requirements of a specific course. It involves identifying requirements across topics like aims, content, skills, methodology, and aids. Then existing materials are analyzed against the same criteria to determine how well they match the identified needs. Results are compared and scored to help select materials that provide the best match overall or in important areas. The evaluation process aims to identify suitable existing materials and avoid duplicating effort, while ensuring a methodical matching of needs with available solutions.
Writing Performance Objectives Based on Blooms Taxonomy 5th aug 2010 [auto...
This document discusses performance objectives and Bloom's taxonomy. It begins by stating the objectives of the session which are for participants to write performance objectives incorporating the three key elements and to utilize Bloom's taxonomy to raise objectives to higher levels of learning. Several reference materials on writing objectives and Bloom's taxonomy are then listed. Key points include that performance objectives should describe what students will be able to do, include conditions and criteria. Objectives guide teaching and learning. Bloom's taxonomy organizes learning objectives according to cognitive levels from basic recall to evaluation. The document emphasizes using higher-level objectives and assessment to challenge students.
Power point, why writing clear performance objectives matters and how to writ...
This document discusses the importance of writing clear performance objectives for instructional design. It defines a performance objective as a detailed description of what students should be able to do after completing a unit. Performance objectives should be student-centered and focus on the knowledge, skills, or attitudes students will learn, not what the instructor will do. Well-written objectives that include conditions, behavior, and criteria provide clear guidelines for students, instructors, and administrators. The document provides examples and guidance for writing effective performance objectives.
More Related Content
What's hot
Teaching writing
This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
How to teach vocabulary
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
CALL
1) The document discusses computer-assisted language learning (CALL), including defining CALL, types of CALL programs and materials, types of CALL activities, and the roles and advantages/disadvantages of computers in language teaching.
2) Types of CALL programs and materials include CALL-specific software, generic software like word processors, and web-based learning programs like online dictionaries and communication tools.
3) Computers can be used as tutors, tools, and mediums of communication to support language learning in the classroom or for independent study.
Diagnosis and Remediation in Reading
The document discusses reading disorders, their symptoms, diagnoses, and treatments. It notes that reading disorders affect about 20% of people and interfere with reading ability despite normal intelligence. Remedial instruction is designed for students performing below grade level and involves reviewing skills, modeling concepts, guided practice, independent practice, and applying skills to other texts to remedy reading weaknesses. A child's reading difficulties led to a diagnosis of a disorder and recommendation for remedial instruction by their teacher.
principles for teaching writing
This document outlines principles for teaching writing, including understanding students' reasons for writing, providing many opportunities for students to practice writing, and giving helpful feedback. It emphasizes the importance of practice for improving writing skills and discusses different types of rubrics teachers can use to evaluate student writing in a clear and meaningful way. The principles are intended to help teachers plan effective writing instruction and courses.
Enhancing participation through translanguaging
Irina Piippo gave a presentation on enhancing participation through translanguaging by using students' home languages as a resource in basic literacy training. She discussed translanguaging as both a theoretical perspective on multilingualism that sees languages as a unified bank of resources, as well as pedagogical practices that go beyond distinct languages. Harnessing translanguaging in the classroom can support students' multilingualism, make their minority languages visible, and facilitate connections between home and school. Some challenges include balancing multiple home languages and utilizing linguistic resources the teacher lacks.
A critical view of ELT history
This study traces three major shifts in TESOL methods from 1991 to 2006: 1) from communicative language teaching to task-based language teaching, 2) from method-based pedagogy to postmethod pedagogy, and 3) from systemic discovery to critical discourse. It analyzes these shifts, including the transition from CLT to TBLT due to problems with CLT like lack of authenticity in classrooms. It also examines the transition from method-based teaching to postmethod frameworks that emphasize local knowledge and teacher autonomy. Finally, it discusses the shift toward critical approaches that connect language to real-world issues.
Reading theories pp
1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
Teaching reading
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
Vocabulary Development in Oxford English
The document discusses strategies for developing vocabulary skills. It outlines different types of vocabulary including listening, speaking, reading and writing vocabulary. It provides tips for choosing words to teach like examining the text type and determining if words appear in directive, non-directive or mis-directive contexts. Strategies for enhancing vocabulary are discussed like developing a reading habit, using context clues, dictionaries and thesauruses, understanding word roots and maintaining a personal word list.
Teaching Writing to EFL students
The document discusses teaching writing and the six-trait writing model. It introduces the six traits of writing - ideas, organization, voice, word choice, sentence fluency, and conventions. It provides guidelines for teaching writing, including using samples, agreeing on assessment criteria, and using interesting writing prompts. It also includes writing checklists and sample writing prompts.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
Teaching and learning vocabulary for second language learners
1) Cheryl Boyd Zimmerman is an associate professor specializing in teaching English to speakers of other languages (TESOL) with a PhD in International Education focusing on second language vocabulary acquisition.
2) The document discusses various approaches and activities for teaching and learning vocabulary for second language learners, including word-level activities, discourse-level activities, and strategies to promote learner independence and vocabulary retention.
3) Key approaches and activities mentioned include ranking words, working with word parts and phrasal verbs, sentence-level activities like picture stories and dictation games, as well as strategies like using vocabulary notebooks, dictionary practice, and reflection.
Difference between EGP and ESP
The main differences between general English (EGP) and English for specific purposes (ESP) are:
1. ESP focuses on teaching English for a particular professional domain based on learners' needs, while EGP teaches general English skills for everyday use.
2. ESP teachers design courses based on learners' professional needs and target language situations, whereas EGP teachers do not necessarily set goals and objectives.
3. ESP emphasizes training students for restricted but specific language use in their profession, while EGP aims to equip learners with general language capacity.
Assessing reading
Assessing Reading- Presented here are the different ways to assess the reading skills of the learners.
teaching writing
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
How do we teach grammar
This document discusses various approaches to teaching grammar in schools. It notes that grammar was popular in certain decades but is making a modest comeback. It considers whether grammar should be taught explicitly or discovered by students. The document also examines typical grammar problems students have, debates whether grammar matters, and presents a three-stage model for teaching it. It suggests grammar be integrated into other language skills and explored within authentic texts. The discussion considers challenges teachers face and how grammar could be taught at a particular school.
Language testing
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
Esp
This document outlines the methodology for an English for Specific Purposes course. It begins with an introduction to methodology and basic principles of language learning, including that it is developmental, active, decision-making, and emotional. It then provides examples of techniques like gaps, variety, prediction, and involvement. A model lesson is described that uses a hotel management case study and group work. Finally, it discusses language learning tasks like role plays, simulations, case studies and projects to integrate skills and encourage creativity.
Materials evaluation
The document outlines a systematic process for evaluating existing teaching materials based on the needs and requirements of a specific course. It involves identifying requirements across topics like aims, content, skills, methodology, and aids. Then existing materials are analyzed against the same criteria to determine how well they match the identified needs. Results are compared and scored to help select materials that provide the best match overall or in important areas. The evaluation process aims to identify suitable existing materials and avoid duplicating effort, while ensuring a methodical matching of needs with available solutions.
What's hot (20)
Teaching and learning vocabulary for second language learners
Teaching and learning vocabulary for second language learners
Viewers also liked
Writing Performance Objectives Based on Blooms Taxonomy 5th aug 2010 [auto...
This document discusses performance objectives and Bloom's taxonomy. It begins by stating the objectives of the session which are for participants to write performance objectives incorporating the three key elements and to utilize Bloom's taxonomy to raise objectives to higher levels of learning. Several reference materials on writing objectives and Bloom's taxonomy are then listed. Key points include that performance objectives should describe what students will be able to do, include conditions and criteria. Objectives guide teaching and learning. Bloom's taxonomy organizes learning objectives according to cognitive levels from basic recall to evaluation. The document emphasizes using higher-level objectives and assessment to challenge students.
Power point, why writing clear performance objectives matters and how to writ...
This document discusses the importance of writing clear performance objectives for instructional design. It defines a performance objective as a detailed description of what students should be able to do after completing a unit. Performance objectives should be student-centered and focus on the knowledge, skills, or attitudes students will learn, not what the instructor will do. Well-written objectives that include conditions, behavior, and criteria provide clear guidelines for students, instructors, and administrators. The document provides examples and guidance for writing effective performance objectives.
Performance Documentation The Mission Is Continuous Learning And Growth (2)
The document discusses effective techniques for documenting employee performance problems. It states that the goal of documentation should be to coach and develop employees, not criticize them. When addressing performance issues, managers should choose their words carefully, give frequent and immediate feedback, and emphasize the employee's responsibility for improvement. Effective feedback involves being sincere, timely, helpful, empathetic, and using critical phrases to guide improvement and change behaviors. Overall, documentation is an ongoing process that identifies obstacles, provides resources to address them, and sets clear expectations to prepare employees for success.
Behavioral feedback for clinical learners
This document discusses providing effective feedback to clinical learners. It begins with an example of a struggling learner named Julie and identifies characteristics of ineffective versus effective feedback. Key points of effective feedback include setting clear expectations, defining feedback, establishing a respectful learning environment, communicating goals and objectives, basing feedback on direct observations, focusing on performance, and planning for improvement. Common reasons for ineffective feedback are a lack of time, inconsistency, fear of criticism, feedback not being recognized, and inability to respond to feedback.
objectives
The document discusses behavioral objectives and their importance in teaching. It defines objectives as statements that indicate the purpose or goals of an undertaking. There are three domains of objectives: cognitive, affective, and psychomotor. When writing objectives, there are five essential rules to follow: 1) describe the expected student behavior, 2) use an outcome verb, 3) describe criteria for acceptable performance, 4) specify conditions of performance, and 5) measure one outcome verb per objective. Objectives help guide lesson planning, materials selection, and assessment. The cognitive domain involves six levels of learning objectives from simple knowledge to more complex synthesis and evaluation.
Performance Planning - Jody Jackson
This document provides guidance on performance planning to reduce stress and increase productivity. It outlines that planning is key to being successful. The objectives are to: identify internal and external stressors affecting performance; create targeted task lists supporting organizational goals; and design a personal application plan to boost performance. It then discusses internal and external stressors, goal-setting, creating professional and personal task lists, and designing a multi-step personal application plan with elements like setting a mission statement and measuring performance.
What Are Performance Objectives?
Performance objectives clearly define what good performance looks like for an employee's job by describing both quantitative and behavioral aspects. Quantitative objectives specify metrics like targets for sales, deadlines, or quality. Behavioral objectives describe how the employee should perform their job through behaviors. Together, performance objectives ensure employees understand what is expected of them to be considered a good performer and help their organization meet its goals.
Performance Goals
Today’s training session focuses on the importance of setting goals to guide and develop employee performance. We’ll examine the criteria for effective performance goals and cover the steps in the goal-setting and review process.
The information you learn in this session can help you strengthen the performance appraisal process as well as supervise and motivate your employees more successfully.
Goals and objectives in Language Teaching
This document discusses the difference between goals and objectives in language education. Goals are general statements about desirable program aims based on learner needs, while objectives are more specific statements of the knowledge, behaviors, and skills students will acquire. Objectives have a hierarchical relationship to goals and describe how the goals will be achieved. The document provides examples of properly formulated goals and objectives, noting that objectives should specify a performance, conditions, and criteria. The process of setting goals and objectives involves gathering learner needs information, defining goals, and breaking goals down into measurable objectives.
Unit 2 - Performance Analysis.ppt
This document provides guidance for a performance analysis assignment. It outlines 5 criteria for a proficient analysis, including demonstrating extensive knowledge and application to one's own performance. It then provides examples of themed performance analyses for a rugby player focusing on line outs, and for a performer in basketball/netball, swimming or athletics. The assignment asks students to technically and tactically analyze a skill or event, include notation, discuss strengths/weaknesses, and propose a development plan. It provides two examples of performer reviews analyzing a recent match and the overall season.
Performance analysis 2013
Performance analysis aims to capture, analyze, and evaluate key components of performance through systematic observation. Coaches observe to better understand technical, tactical, behavioral, and physical aspects of performance. They then provide feedback to improve future practice. Coaches use various methods like notation, video, biomechanics, tests, and questionnaires to gather both qualitative and quantitative data on performance. Technology applications and software programs help support detailed analysis.
Effective Use Of Performance Analysis
The document discusses effective use of performance analysis in coaching rugby. It provides examples of how performance analysis has evolved from basic notation to advanced digital tools for game analysis, technique analysis, and player tracking. It emphasizes using permanent records of performance to stimulate athlete learning in both training and competition environments. The coach's role is to develop a strategic, periodized approach to performance analysis to support long-term athlete development.
Writing Lesson Objectives
To write an effective instructional objective, include four key parts:
1) The audience (e.g. "The student will")
2) An observable behavior
3) The conditions under which the behavior will be performed
4) The acceptable level or degree of performance
The objective should describe what the student will do in one clear sentence.
Performance analysis presentation
The document provides an overview of performance analysis as a tool for coaches. It discusses how performance analysis provides objective feedback on team and individual performance through systematic observation and analysis of metrics. It also outlines different systems that can be used for performance analysis, including during games, at halftime, and post-game to evaluate tactics, motivation, and identify trends over time. The goal of performance analysis is to educate and coach players by identifying strengths and weaknesses without blame.
Behavioral objectives
This document discusses behavioral objectives in science subjects. It defines behavioral objectives and explains that they describe what students are expected to do after classroom instruction. Behavioral objectives involve cognitive, affective, and psychomotor domains. The document outlines Bloom's Taxonomy for cognitive objectives and provides examples of different types of behavioral objectives focusing on the topic of light reflection. It also describes procedures for writing behavioral objectives.
Performance appraisal objectives examples
In this file, you can ref useful information about performance appraisal objectives examples such as performance appraisal objectives examples methods, performance appraisal objectives examples tips, performance appraisal objectives examples forms, performance appraisal objectives examples phrases … If you need more assistant for performance appraisal objectives examples, please leave your comment at the end of file.
How do you write learning objectives
Student learning can be hampered if the objectives are not clear. This Webinar will focus on writing clear criterion objectives. Clear objectives will help you write better lessons and assessments, as well as, help learners organize their learning Some hands-on objective writing will be done.
Role of operations, objectives of operations
The chapter discusses the strategic role and objectives of operations management. It outlines three key roles: 1) Implementing strategy by operationalizing plans; 2) Supporting strategy by contributing to decisions; and 3) Driving strategy by developing long-term capabilities. It also presents a four-stage model of operations' contribution to competitiveness from correcting problems to giving a strategic advantage. Broad strategic objectives are discussed for stakeholders like customers, suppliers, shareholders and employees. Finally, the five competitive objectives - quality, speed, dependability, flexibility and cost - are defined in the context of providing a competitive advantage through operations performance.
Operational Objectives
An introductory revision presentation looking at the key operational objectives set by businesses. These include cost and volume targets, quality, efficiency and environmental.
Gap analysis of Mc donalds with respect to fast food industry
Gap analysis of Mc donalds with respect to fast food industry.
Gap analysis helps to identify the gap between the customers expectation and managment perception.
it help company under stand gaps internal and external
Viewers also liked (20)
Writing Performance Objectives Based on Blooms Taxonomy 5th aug 2010 [auto...
Writing Performance Objectives Based on Blooms Taxonomy 5th aug 2010 [auto...
Power point, why writing clear performance objectives matters and how to writ...
Power point, why writing clear performance objectives matters and how to writ...
Performance Documentation The Mission Is Continuous Learning And Growth (2)
Performance Documentation The Mission Is Continuous Learning And Growth (2)
Gap analysis of Mc donalds with respect to fast food industry
Gap analysis of Mc donalds with respect to fast food industry
Similar to Writing performance objectives: An Overview
Goals and objectives
Effective instruction requires clear goals and measurable objectives to focus learning. Having goals and objectives helps instructors design appropriate instruction and assessments, and informs students of expectations. While there are different approaches to writing goals and objectives, they generally involve stating what learners will know and be able to do using active verbs. Goals are broader statements of outcomes while objectives specify expected student performance. Developing goals and objectives depends on the instructional context and purpose.
Designing instruction laying the foundation
This document provides an agenda and materials for an instructional design workshop held at the University of Albany on January 13th, 2015. The morning session focuses on goals, objectives, and instructional design models. Participants learn to write measurable learning objectives and apply instructional design models like ADDIE and backward design. The afternoon session covers assessing learning through formative and summative assessments. Participants then brainstorm instructional activities and strategies for maintaining learner motivation based on the ARCS model of attention, relevance, confidence, and satisfaction.
Product
The document discusses product-oriented performance-based assessment and scoring rubrics. It provides examples of using products or outputs to evaluate student learning and define competency levels. Scoring rubrics describe the criteria for different performance levels and are used to consistently evaluate student work. The document outlines steps to develop reliable scoring rubrics, including identifying criteria, defining descriptor levels, and testing inter-rater reliability.
Writing instructional objectives[2013]
Objectives serve several important functions in instructional design. They provide a framework for evaluating student learning, convey the instructional intent, and provide targets for assessments. Objectives should be written to describe what learners will do to demonstrate their understanding. There are three main categories of objectives: cognitive, psychomotor, and affective. Cognitive objectives focus on knowledge and intellectual skills, psychomotor objectives involve physical skills, and affective objectives concern attitudes and values. Objectives help guide instruction and assessment and should be written using action verbs to specify observable and measurable outcomes for learners.
Writing instructional objectives
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
Goals and objectives
The document discusses goals and objectives for language curriculum design. It defines goals as general statements about what students should be able to do after completing a program, while objectives are more specific statements about the knowledge, behaviors, and skills students will have by the end of a course or program. The document provides examples of goals and objectives using different frameworks, emphasizes that objectives should directly support achieving goals, and recommends integrating Bloom's Taxonomy when formulating goals and objectives to ensure they address different learning domains.
Instructional design-models dick n carey pdf
The document describes the Dick and Carey Systems Approach Model for designing instruction. The model prescribes a methodology that breaks instruction down into smaller components. It includes 10 steps:
1. Identify the instructional goal
2. Conduct instructional analysis
3. Identify learner entry behaviors and characteristics
4. Write performance objectives
5. Develop assessment instruments
6. Develop instructional strategy
7. Develop and select instructional materials
8. Design and conduct formative evaluation
9. Revise instruction if needed
10. Design and conduct summative evaluation
The model aims to specifically target the skills and knowledge to be taught and provide appropriate conditions for learning the intended outcomes. Key aspects include conducting
EDU 645 RANK Education Planning--edu645rank.com
This document provides an overview of the course EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on instructional design, formative and summative assessments, standards, objectives, gradual release of responsibility, and using data to improve instruction. It provides examples of instructional plan templates and describes assignments where students will analyze templates, design objectives and assessments, and create their own instructional plans. The document contains full descriptions and prompts for the weekly discussions and assignments.
Effective Implementation of Rubrics in CE classes
A rubric is a scoring tool that divides an assignment into components and provides detailed descriptions of acceptable performance levels for each component. Rubrics improve consistency in grading, make expectations clear to students, and provide feedback to help students improve. Key parts of an effective rubric include a task description, performance levels with associated points or scores, dimensions/criteria being assessed, and descriptions of what constitutes each performance level. Rubrics should be shared with students before assignments to clarify expectations and allow self-assessment.
EDU 64 5RANK Inspiring Innovation--edu645rank.com
This document provides an overview of the course content for EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on designing 21st century instructional plans using various templates. It emphasizes considering student populations including those with special needs. Students are expected to develop instructional plans that integrate technology, include formative assessments, and promote higher-order thinking skills. The plans must demonstrate differentiation for diverse learners and accommodations for students with disabilities.
Developing Assessment Instrument
The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
Apt 501 chapter_7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
Developing Assessment Instruments Chapter 7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
CHAPTER 4 Assessing Student Learning Outcomes.pptx
The document discusses assessing student learning outcomes through various assessment methods and tools. It begins by defining outcome assessment as gathering information on whether instruction is achieving desired student learning outcomes. It then provides 13 principles of good practice in assessing outcomes, such as ensuring alignment between outcomes, instruction, and assessment. Various assessment methods and tools are described, including traditional paper-and-pencil tests and authentic assessments involving student products or performances. The concept of constructive alignment between outcomes, instruction, and assessment tasks is also explained.
Rubric\'s Cube--Complimenting, Critiquing, and Challenging Student Work (NELB...
The document discusses the use of grading rubrics in student assessment. It provides tips for designing effective rubrics, including involving students, limiting criteria, using clear descriptors, and providing models. Rubrics should clarify expectations and facilitate learning if designed well. Common pitfalls to avoid are rubrics that don't match course goals, have too few levels, or are too complex. Providing feedback linked to rubric criteria is important.
Class session 3
This document discusses curriculum design in medical education. It provides an agenda for the class session which includes discussing Brookfield's Critical Incident Questionnaire, the use of rubrics in teaching and learning, and writing goals and learning objectives. It then discusses using rubrics for assessment and providing feedback to students. Key aspects of rubrics like dimensions and achievement levels are outlined. The relationship between goals, objectives, instructional strategies, feedback and assessment in integrated course design is discussed. Writing goals, objectives, Bloom's taxonomy, and examples of learning objectives are also covered.
A report in ned 201
The document provides an outline for a report on course objectives and content determination. It defines goals and objectives, and explains that objectives are specific, measurable statements about what students will know or be able to do. It describes different types of objectives like terminal, level, course, and unit objectives. It also discusses taxonomy of objectives according to cognitive, affective, and psychomotor domains. It provides tips for writing effective behavioral objectives, emphasizing learner-focused language and including performance, condition, and criteria. Verb lists are also included to help write objectives at different cognitive levels.
Developing Assessment Instruments
The document discusses developing assessment instruments for instructional design. It covers:
- Types of criterion-referenced tests including entry skills tests, pre-tests, practice tests, and post-tests.
- Designing criterion-referenced tests with considerations for test format, mastery levels, test item criteria, and assessing different domains.
- Alternative assessment instruments like rubrics for evaluating performances, products, and attitudes. Portfolio assessments are also discussed.
Writing measurable objectives
This document discusses writing measurable goals and objectives. It defines goals and objectives, noting that objectives are specific and measurable. The document outlines the key elements of a strong objective, including specifying the target audience, measurable outcomes, criteria, and conditions. It also discusses Bloom's Taxonomy and Webb's Depth of Knowledge as frameworks for writing objectives at different levels. Overall, the document provides guidance on how to write clear, specific, and measurable learning objectives.
Instructional goals
This document discusses instructional goals, objectives, and assessment. It explains that goals are broad statements of intention for learning outcomes, while objectives specify how and to what degree instruction will impact learners. Objectives should include the action learners will take, conditions, and criteria for acceptable performance. Objectives can be enabling objectives, which describe supporting behaviors, or terminal objectives, which explain the overall learning outcome. The document also introduces Bloom's Revised Taxonomy for writing learning objectives at different levels, from remembering to creating.
Similar to Writing performance objectives: An Overview (20)
CHAPTER 4 Assessing Student Learning Outcomes.pptx
CHAPTER 4 Assessing Student Learning Outcomes.pptx
Rubric\'s Cube--Complimenting, Critiquing, and Challenging Student Work (NELB...
Rubric\'s Cube--Complimenting, Critiquing, and Challenging Student Work (NELB...
Recently uploaded
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdTypes of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcDigital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Writing performance objectives: An Overview
- 1. Writing Performance Objectives: An Overview Emily Mross
- 2. The Dick and Carey Model Write Performance Objectives http://gminks.edublogs.org/files/2008/11/dickandcareymode l.gif
- 3. Objectives Given the terms “Performance Objective” and “Instructional Goal,” students will be able to define the terms and compare and contrast the characteristics of each with at least 90% accuracy. Using a self-selected mini-lesson topic, students will be able to write their own performance objectives that describe behaviors, conditions and criteria and post them to the discussion forum. Using the discussion forum, students will be able to critique and generate constructive feedback on the performance objectives of their peers within a 10-minute period.
- 4. Performance Objectives Performance objectives create guidelines for instructional designers, students, or both – they identifies the skill(s) to be learned, and the criteria for mastery of a given lesson. It may also be called a behavioral objective, learning objective, and instructional objective. Writing performance objectives engages the previous steps of the instructional design process: instructional goals, instructional analysis, and learner/context analysis. All have bearing on the performance objectives.
- 5. Performance Objectives v. 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. Think of your objectives as the arrows you are trying to hit the target with. Performance Objectives pertain directly to tasks or skills to be learned. Performance Objectives describe a behavior in a way that can be quantified.
- 6. Breaking down the Performance Objective Performance objectives describe three main things: Content/Behavior – What skill(s) will be demonstrated? Conditions – What will the learner need to demonstrate the skill? How/where will it be demonstrated? Criteria – How will the skill be evaluated? What constitutes success?
- 7. The Performance Objective Using EBSCOHost, students will be able to conduct a search and locate two peer-reviewed articles published within the last five years on a topic of one’s choice within a five-minute period. Green -- Conditions Blue – Behavior/content Red - Criteria
- 8. Writing Effective Objectives Stick to tasks that can be observed. “Knowing” and “understanding” can’t truly be observed (Dick and Carey, 116). Design criteria that can be measured, such as the ability to define given terms, describe a process, or label a chart. Remember to include any materials necessary to the tasks to be performed. Define the amount of accuracy required to constitute success. How often will the student need to perform the task correctly? Is there a specific time frame?
- 9. Try it out! Please visit the discussion board to try writing a few objectives of your own, for a topic/lesson of your choice. Remember to identify the three parts of the objective. Read the performance objectives written by your classmates. Respond to at least two other objectives with constructive feedback for improvement.
- 10. Resources Dick, W., & Carey, J.O. (2009). The systematic design of instruction. Allyn & Bacon.