This target lesson emphasizes the fourth stage in the Dick and Carey
model - writing performance objectives. The background section
purposefully discussed the first three phases of the model to explain
how one arrives at a performance objective. So, you might ask, what is
a performance objective? According to Dick and Carey (1996), a
performance objective is a specific description of what learners will
be able to do when they complete an instructional activity.
Figure 3. Dick and Carey Model -
Writing Performance Objectives.
Performance objectives are generally statements which identify the
specific knowledge, skill, or attitude a learner should gain and
display as a result of instruction. In the simplest sense, a
performance objective must have three important components: a
performance, a criterion, and a condition (Mager,
1997). You might note that this is
where tenets of behaviorism become increasingly important. Let's take a
look at these components a little more carefully.
The performance
component refers to what the learner will be doing when
demonstrating
their mastery of the objective. As pointed out by Mager (1997), there
are both visible and invisible performance objectives, which can
generally be distinguished by the type of verb used. Because we have to
be able to assess whether someone is learning, we need visible and
audible performances (behaviorism strikes again). Thus, it is
recommended that statements of
performance begin with action verbs. For example, the verbs "add, copy,
type, file, duplicate, mark, sort, search, and write" are all example
action verbs one might use to describe the performance objectives an
administrative assistant might encounter in their daily work. These
action verbs could be cognitive, psychomotor, or affective. Here are a some
examples below:
Table 1. Example action verbs for
the performance component.
Cognitive
Psychomotor
Affective
Define
Label
Record
Recognize
Explain
Demonstrate
Schedule
Diagram
Conclude
Revise
Appraise
Construct
Enter
Document
Dry
Calibrate
Dismantle
Adjust
Purchase
Spread
Open
Repair
Perceive
Obey
Continue
Approve
Answer
Participate
Support
Select
Believe
Practice
Decide
As there are good example of action verbs, it also helps to see a bad
example. Bad examples of verbs are those that cannot be directly
measured or observed while a learner is performing. These are the invisible
performance objectives. For example, one might state the learner will
"understand structured programming". This type of performance leads to
the question: what will the learner be doing when understanding
structured programming?
The next component, condition,
refers to the antecedents, if any, under which the performance is
expected to occur. Conditions will generally include the necessary
tools and circumstances that are necessary or will influence the
performance. For example, if the performance is to "type a memo", there
is an implied condition that the 'performer' will have access to a
computer and word processor or some antiquated type-writer to perform
the task. The performance objective should express this condition.
Thus, a better way to state the performance would be "Given a personal computer and
word processing software, type a memo".
Conditions also serve as a way to describe the intent or expectation of
a performance. For example,
Conditions are clearly a little more difficult to understand.
To help identify conditions, one should be able to
answer the following questions:
What resources will the learner have available
when performing?
What resources will not be available while
performing?
What will be the real-world conditions under
which the performance will be expected to occur?
You will notice that many conditions might begin with "Given an X, perform...".
This refers to the first question you must ask, and typically involves
the learner having access to some equipment or tools. You
might also begin a condition with "Without using X,
perform...". This type of condition refers to the second question in
which the learner must perform without some resource. Finally, you
might also start a statement like "While X, perform..." which would
refer to the context of the environment in which the learner has to
perform some task (e.g., while underwater, while in front of students).
The criterion
refers
to how well learners must perform some objective. Because this
is a criterion, it must be measurable. For example, if the learner is
expected to type a letter, the criterion might state that the leaner
will "Given a personal computer and word processing software, type a memo with
less than 10% error" as measured by the number
of mistakes the leaner made while typing the memo. Another example
would
be "Given a personal computer and word processing software, type a memo at a
rate of 75
words per minute" in which the criterion is now the rate or
speed. Both of
these criteria should be measurable and observable (e.g., behaviorism).
Generally, the criteria should be measures of speed or accuracy.
Just to provide you a few more important thoughts, Mager (1997)
describes three important issues to consider when writing performance
objectives.
Performance objectives are related to intended
outcomes, rather than the process for achieving those outcomes.
Performance objectives are specific and
measurable.
Performance objectives are focused on the
learners, and not the teachers.
Video Explanation
This is a short instrutional video explaining the relationship between the Dick and Carey model and writing instructional objectives. Click the video when you are ready to view.
Review Activity
This short review activity tests your ability to identify appropriate
conditions, performances, and criteria for performance objectives. This
review activity is
designed to help you. Click the links below to
begin.
