WEEK #4

Performance Objectives

Agenda for Today

Learned capabilities, goals, & performance objectives

Instructions for Proposal Project Demo Instructions for Website Evaluation

Project

Gagne’s Five Learned Capabilities

Motor skills Attitudes Verbal information Cognitive strategy Intellectual skills

Motor skills

Bodily movements involving muscular activity Starting a car, shooting a target, swinging a

golf club, rope jumping, handwriting alphabets

Attitudes

An internal state which affects an individual's choice of action toward some object, person, or event. Choosing to visit an art museum, choosing

to read a science fiction, choosing to become a vegetarian

Verbal information

Labels and facts Naming or making a verbal response to a

specific input Naming objects, people, or events; recalling a

person's birthday or hobbies; stating the capitals of the United States

Body of information Recalling a large body of interconnected facts

Paraphrasing the meaning of textual materials or stating rules and regulations; paraphrasing the meaning of textual materials; stating rules and regulations.

Cognitive Strategy

An internal process by which the learner controls his/her own ways of thinking and learning Engaging in self-testing to decide how

much study is needed; knowing what sorts of questions to ask to best define a domain of knowledge; ability to form a mental model of the problem.

Intellectual Skills

Discrimination Concrete concept Rule using Problem solving

Intellectual Skills- Discrimination Seeing the essential differences between

inputs and responding differently to each. Example: Distinguishing yellow finches from

house finches on the basis of markings; having to tell the differences between gauges on an instrument panel.

Intellectual Skills- Concrete Concept Responding in a single way to all

members of a particular class of observable events. Seeing the essential similarity among a class of objects, people, or events, which calls for a single response.

Example: Classifying music as jazz, country western, rock, etc.; saying "round upon seeing a manhole cover, a penny, and the moon.

Intellectual Skills- Rule Using Applying a rule to a given situation or condition

by responding to a class of inputs with a class of actions. Relating two or more simpler concepts in the particular manner of a rule. A rule states the relationship among concepts.

Examples: It is helpful to think of rules or principles as "if-then" statements. "If a task is a procedure, then use flowcharting to analyze the task." "If you can convert a statement into an 'if-then' statement, then it is a rule or principle."

Intellectual Skills- Problem-Solving Combining lower level rules to solve

problems in a situation never encountered by the person solving the problem. May involve generating new rules which receive trial and error use until the one that solves the problem is found.

Goals

Goals are broad statements of desired end results.

Goals are the first part of a planning, and must be followed by performance objectives.   

To reach a goal, there are steps that need to be climbed.

Performance Objectives

An objective clearly and simply states what the learner will be able to do as a result of participating in the instructional program (focus on the “after”)

Clear statements of instructional intent Effective objectives are measured and

observable. Avoid objectives that aim to improve an

internal state of mind; for example – to “understand”or to “know” are not measurable or observable.

Action Verbs

Use Explain Label Demonstrate Diagram Evaluate Inspect

List Prepare Complete Assemble Organize Sell Analyze Conduct

Five Elements of Performance Objectives A context (情境 ) A learning verb (學習能力動詞 ) Target (對象 /目標 ) An action verb (動作動詞 ) Tools, limitations, conditions (工具 , 限制 ,特定狀況 )

Example1

{context} 提供一片新鮮的牛肉做為參考 , {learning verb} 辨識 {target} 新鮮牛肉及瀕於腐爛牛肉的味道 ,{action verb}以指出他們味道的異同

Intellectual Skill- Discrimination

Example 2

{context} 當同儕之間正在使用有害毒品 , 如有供應時 ,{learning verb} 會選擇 {action verb}拒絕毒品 .

Attitude

Example 3

{context} 離開三公尺長的木板{limitation}用平順和持續的動作 , 且只能以少量水花 {action verb}垂直跳入水中{learning verb}去實施 { 目標 } 軀體跳水

Four Elements of Performance Objectives Condition

The Condition refers to the point with which a student is to be evaluated.

Person The Person refers to who is the person or persons that

will be doing the task. Performance

The Performance refers to what the person is expected to do, (the action).

Criteria (or Criterion) The Criteria refers to what level or degree the

task is to be done.

Example 1

The Condition: While completing this workshop

 The Person is: the 11th graders  The Performance: are able to identify

the four parts of an instructional performance objective and list performance objectives

 The Criteria is: properly