Performance Objectives
At the beginning of an instructional design
process
the
designer
drafts
a
list
of
performance
objectives.
They
come
from
the
initial
instructional
needs
analysis
and
document
what
the
learner
will
be
able
to
do
upon
completion
of
the
learning.
It
is
these
objectives
that
drive
the
learning
content,
reflect
the
purpose
for
the
instruction,
and
guide
the
designer
through
the
assessment
pieces.
These are not intended as the list given
to
the
learner
describing
what
the
learning
covers.
They
are
a
roadmap
for
the
design
team.
The
learning
objectives
presented
to
the
learner
as
a
way
to
describe
what
the
lesson
includes
will
reflect
the
performance
objectives,
but
are
presented
differently.
The Objective Language
The
objectives
themselves
have
a
specific
format
to
follow.
The
objective
must
contain
three
(3)
components.
The
first
describes
the
action
or
behavior
identified,
the
second
describes
the
conditions
in
which
the
learner
will
perform
the
task,
and
the
third
describes
the
criteria
used
to
evaluate
learner
performance.
The language in the objectives must be
clear
and
measurable.
In
writing
objectives
ask
yourself,
"Could
I
observe
this?"
Only
specific
language,
generally
containing
a
verb,
is
used
to
facilitate
development.
Vague
objectives
do
not
provide
direction
for
the
instructional
design
or
assist
in
any
of
the
analysis.
For example, a simple complete objective
is
stated
as:
Given
a
list
of
states
and
capitals,
match
at
least
40
or
the
50
states
to
the
capitals
without
the
use
of
maps
or
lists
within
15
minutes.
- The behavior: matching the states with
the
capitals
The
conditions:
doing
the
task
without
any
supporting
material
The
performance
criteria:
completing
the
task
within
15
minutes
This example shows that the lesson is about
matching
states
with
their
capitals
and
the
learner
is
expected
to
memorize
them
and
be
able
to
match
them
within
a
certain
amount
of
time
without
any
aids.
It
is
easy
to
take
this
objective
and
translate
it
into
learning
and
accompanying
assessments.
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