Puan Azura CIT261Conducting a Goal Analysis

Goal analysis conceptsThe main idea is to analyze the subskillsMain purpose:

to provide an unambiguous description of exactly what the learner will be doing when performing the goalOnce the goal analysis has been completed, the designer can identify the exact nature of each skills that must be mastered

Goal analysis concepts

Goal analysis concepts

Verbal InformationRequire: the learners to provide specific responses to relatively specific questionsThere are many ways to teach such a skills and several ways the learner might try to learnBasically: one answer for each question and one way to ask each questionSpot goal by the verb use such as state , list or describeIt assume the learners to follow the goal given according to the instruction and remember it for the test or when needed

Intellectual SkillsRequire: the learner to do some unique* cognitive activity

*In the sense that leaner must be able to solve a problem or perform an activity with previously unencountered information and examplesFour (4) common types:

Discrimination:

Mostly simpleLow-level learning by which we know whether things are the same or differentExample; teach young children to discriminate between the same and different colors, shapes, textures, sounds, temperature, tastes and etcSeldom taught as individual learning outcomes to older children and adultsImportant building blocks that put together as learning any conceptsIntellectual Skills

Learning concepts

being able to identify examples as being members of a certain classificationNote that learner might be asked to identify an actual object or even a picture or description of the objectThe learner would have to have mastered the concept by learning the characteristicIntellectual Skills

Apply rules

Combined with conceptsThe rules shows the relationship among these conceptsThe knowledge of the rules is tested by giving the learner a variety of valuesThe learner must follow a series of steps to produce the correct answerIntellectual Skills

Problem solving

The highest levelThere are two (2) types: (i) well structured: *usually considered to be an application problem*the learner is asked to apply a number of concepts and rules in order to solve a well-defined problem*the learner is given a lot of details about a situation, a suggestion of what rules and concepts might apply and an indication of what the characteristic of the solution should be correct*examples: mathematics problem Intellectual Skills

(ii) ill structured: *in which not all data required for a solution are readily available to the learner or even the nature of the goal is not clear*multiple processes can be used to reach a solution and no one solution is considered the correct one *examples: the instructional design processIntellectual Skills

Important:

The domain in creating instructions by the designerBe able to classify learning outcomes according to the various levels of skills To determine whether the instructional goal could be improved Made appropriate for learners by elevating it to a higher level of intellectual skills outcomeEspecially true when is presented with the domain of verbal informationIntellectual Skills

Psychomotor SkillsInvolve: the coordination of mental and physical activityIf it relate to any equipment or tools, it should be manipulated in a very specific way Characterized by learners executing physical actions with or without equipment to achieve specified resultsPurpose of instructional analysis, if the learner must learn to execute new, nontrivial motor skills or performance depends on the skilful execution of a physical skill

AttitudesDescribe: as the tendency to make particular choices or decisionsCharacteristic:

Determine whether the learners will have a choice to make and whether the goal indicates the direction in which the decision is to be influenced They probably will not be achieved at the end of the instruction because they are quite often long-term goals that are extremely important but very difficult to evaluate in the short term

AttitudesDetermine whether learners have achieved an attitude is having them do *something *will be a psychomotor skills, intellectual skills or verbal informationSo it focus on attitudes can be viewed as influencing the learner to choose, under certain circumstances, to perform an intellectual skills or psychomotor skills or to state certain verbal information

Cognitive StrategiesA metaprocesses that we use to manage our thinking about things and manage our own learning A more complex strategies would be figuring out how to organize, cluster, remember and apply new information on a test

Blooms Domains of Learning OutcomesFounder: Benjamin Bloom and his colleagues (1956)Publish: The taxonomy of Educational ObjectivesPurpose: as a framework for classifying student learning outcomes according to his own views on complexity of different kinds of skillsBlooms taxonomy us a popular scheme for categorizing learning in both school and business setting (refer Table 3.1 page 44)

Goal Analysis ProceduresImportant to recognize the amount of instruction required to teach an instructional goal will vary tremendously from one goal to anotherThe best technique for analyzing a goal is to describe:

step-by-step fashion, exactly what a person would be doing when performing the goal might involve physical activities and mental stepsEach steps requires a decision followed by several alternate paths that can be pursuedThe statement of each step must include a verb that describes on observable behavior (use verbs adding and striking)

Goal Analysis ProceduresAdding: can observe the answer written down**examples: for activities reading, listening or watching which no direct result or product and the step should indicate what learner will identify from what they read, hear or watchAnother behavior that cannot observe is decision making because it is a mental process based on a set of criteria

Suggestions for Identifying Steps within a GoalDescribe for yourself the kind of test item or assessment you would use to determine whether the learners could perform your goalThink about the steps that the learner would have to go through to respond to your assessment or testTest yourself by observe in both physical and mental sense to perform the goalDesigner must have extensive knowledge about the goalVerbs to watch in your description; describe, list, say and etc