Barry Williams 1

Conducting a Goal AnalysisConducting a Goal Analysis

Dick & Carey

Chapter 3

Barry Williams 2

Conducting a Goal AnalysisConducting a Goal AnalysisA way to identify training contentA way to identify training content

Id all skills & knowledge to be include in the instruction

Too Little?

Too Much?

Barry Williams 3

Instructional AnalysisInstructional Analysis

Is a set of procedures applied to an instructional goal results in the identification of the relevant steps for performing the goal.

Is a visual representation of what the learner should be doing to learn the goal

Barry Williams 4

Goal Analysis - Two StepsGoal Analysis - Two Steps

1. Classify according to the type of learning outcome (domain of learning)– psychomotor, intellectual, verbal information,

attitudes 2. Describe exactly what a students will be

doing when performing the goal – using observable verbs like moving, painting,

etc.

Barry Williams 5

Verbal Info. Vs Intellectual Verbal Info. Vs Intellectual SkillsSkills

Gagne & Driscoll pg.. 44Gagne & Driscoll pg.. 44 Verbal Information (facts)

– declarative knowledge, “knowing that”– is added to information already in memory

Intellectual Skills– “knowing how” as opposed to know that

Barry Williams 6

Psychomotor SkillsPsychomotor Skills

The learner must use muscular action With or without equipment To reach specified results

Barry Williams 7

Affective Skills - AttitudesAffective Skills - Attitudes

Learners will “choose” to do something¨ A tendency to make particular choices Probably will not be achieved at the end of

the instruction Evaluation by “doing something”

Barry Williams 8

Goal Analysis Goal Analysis continuedcontinued

Decide if substeps (subgoals) are necessary– complexity of the task– target audience

Finally, formulate a test item that would show that learners can perform the skill?