Please enable JavaScript.
Coggle requires JavaScript to display documents.
Defining Performance Objectives(chapter 7) - Coggle Diagram
Defining Performance
Objectives(chapter 7)
Achieving Precision in Objectives
five Components of Objectives
Situation
（it may be desirable for the objective to include a description of the environmental conditions under which the behavior is to be performed on the job.）
Learned Capability Verb
（By including one of these verbs in the objective, the intended behavior is more clearly communicated. eg.generates, chooses, states)
Object
（The object component indicates the content of the learner's performance.）
Action Verb
(The action verb describes how the performance is to be completed, and never use one of the nine learned capability verbs as an action verb.)
Tools, Constraints, or Special Conditions
(the performance will require the use of special tools, certain
constraints, or other special conditions.)
Generating Five-Component Objectives
Discrimination
(Discrimination performance always involves being able to see, hear, or feel sameness or differences between stimuli.)
Concrete Concept
(Concrete concepts require that the student be able to identify one or more instances of a class of items.)
Defined Concept
(A defined concept is a rule that classifies objects or events)
Rule
(A rule is an internal capability that governs one's behavior and enables one to demonstrate a relationship among concepts in a class of situations )
Problem Solving
(problem as one in which the learner selects and uses rules to find a solution in a novel situation. What the learner acquires during the process of problem solving is a new higher-order rule. )
Cognitive Strategy
(cognitive strategies, internally directed control processes that regulate and moderate other learning processes.)
Verbal Information
(Verbal information refers to information (names, facts, propositions) that can be verbalized. It is also called declarative knowledge)
Motor Skills
(Some behaviors require their expression in coordinated, precise muscular movements.)
Attitude
(When an attitude is specified as the desired learning outcome, it is a choice of personal action that the learner is expected to exhibit.)
Statements of Objectives and Criteria of Performance
(not require the inclusion of a criterion of performance in the objective. )1.necessary criteria are likely to be different for human capability. 2.the question of criteria of performance is a measurement question and should be considered with assessment procedures.
Examples of Objectives
Examples in Science Instruction
1—The Concept of an Electric Circuit
2—Knowing Something About the Metric System
3—Taking Responsibility for Equipment
An Example from English Literature
1—Identifying the Major Characters in Hamlet
2—Understanding Hamlet's Soliloquy
3—Recognizing Metaphors
An Example from Social Studies
1—Terms of Office for Congress
2—Interpreting Bar Charts
3—Applying Knowledge ofJudicial Review
Using Objectives in Instructional Planning
Objectives and Instruction
The Balance of Objectives
(The objectives identified for each lesson are likely to represent several different categories of learning outcome. so we should to see that a reasonable balance of the expected outcomes is attained)
Designing Instruction
(the systematic design of lessons making up a topic or course will
result in the development of a sizeable collection of statements of objectives.This collection will grow as lessons are developed and assembled into topics)
Objectives and Assessment
(Descriptions of objectives are descriptions of what must be observed to verify that the desired learning has taken place. Consequently, statements of objectives have direct implications for assessing student learning)