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Summary
Congratulations! You have completed this tutorial on the
relationship of the three phases of the Dick and Carey instructional
design model to process of writing effective performance objectives. We
learned a little bit about the history of instructional systems design
models, introduced the Dick and Carey model as one of the more
prominent models, briefly described the first three phases, and in more
depth, described the fourth stage of the model - Writing performance
objectives.
However, you still have one more activity to complete. You now have the
knowledge of what it takes to write performance objectives - now you
need some practice! Complete the activity below and submit your work according to the specifications.
Activity (10 points)
Using all the information you have acquired from this
tutorial, it is now time to write performance objectives describing
exactly what it is you want your learners to be able to do when they
complete your instruction. Because we only briefly reviewed the first
few phases of the Dick and Carey model, I do not expect you to
understand how to complete those stages.
However, you should be able to break down a simple instructional
goal(s) into a set of performance objectives. For example, you might
try to break down the conditions, criteria, and performances related to
simple computer tasks, like opening and closing files or searching the
Internet for a research paper. Provide five example performance objectives that have each of the components related to your instructional goal.
Write your performance objectives in an RTF/DOC file, and submit them
by MM/DD/YYYY at 11pm. Late work will not be accepted :-) You will be
grade according to the following criteria:
Each objective contains three components (2-points each): performance, conditions and criteria.
- Performance component includes action verbs.
- Condition component includes appropriate resources to learner.
- Criteria are observable measures.
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