Chapter 6 - Instructional Design

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WRITING PERFORMANCE

OBJECTIVEGROUP 1Almalikul IkhwandaHaryanaRizka FitrianiZelvia Liska Afriani

BACKGROUND

• Writing Performance objectives is the best-known component of instructional design

• The process of defining objectives was not included as an integral component of a total instructional design model

Problems

How to Derive objectives

What to do with the objectives after they were written

THE DEVELOPMENT OF

OBJECTIVES1.Specifying the skills, knowledge,

and attitudes they will teach2.Determining the strategy for

instruction3.Establishing criteria for

evaluating student performance when instruction ends

PURPOSE • To help the learners prevent

instructional gaps or duplication

• Indicate to parents or supervisors what students or employees are being taught

• May sound interesting and challenging , but seldom indicate what it is that learners will know or be able to do when instruction is completed.

Performance ObjectiveMager, 1975

Behavioral

Performance

Instructional

Terminal

Components of Objective

Condition

Criteria

Derivation of Behaviors

The designer should carefully consider the verbs Example (Gagne, Wager, Golas, and Keller, 2004):Identify, classify, demonstrate, or generate

THE SKILLS THE METHODS

THE EVALUATION

Writing Performance Objective

• Skills

BEHAVIOR

• Method• Resource

Materials

CONDITION• Evaluation:

• Task• Rubric

CRITERIA

Writing Performance Objective

Derivation of Behaviorformula: KKO + Materi

Teaching objectiveAt the end of study, students are able to: Demonstrate the detailed information of the topic with the

general structure of report paragraph into paragraph writing.

Derivation of ConditionMaterial• Given a topic of the picture about natural phenomenon.• Given parts of the generic structure of report paragraph.• Demonstrate the detailed information into paragraph writing along with generic structure of report paragraph.

Teaching strategiesPIE strategies

Resource materials Textbook: Be Smart in English 1A Grade XI of Senior high school Dictionaries Slides/computer, Pictures

Derivation of CriteriaTASK:

Writen Paragraph

Directions:

Make a composition of report text by choosing one of topics below at least 150 words in 60 minutes!(Buatlah sebuah karangan teks laporan dengan memilih salah satu topik dibawah ini sedikitnya 150 kata selama 60 menit! The topics for Report Text

Smog 2. Traffic Jam 3. Ceremony of Independence Day in Indonesia

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Name:…………………..Class:……………………

Task Description: (Teacher may explain specific assignment in this space.)

Criteriaweight

Exemplary4

Accomplished3

Yes, but

Developing2

No, but

Beginning1 No

Topic 10% Directly relevant Somewhat relevant Remotely related Totally unrelated

Organization 10%

Good organization; points are logically ordered; sharp sense of beginning and end

Organized; points are somewhat jumpy; sense of beginning and ending

Some organization; points jump around; beginning and ending are unclear

Poorly organized; no logical progression; beginning and ending are vague

Quality of Information 25%

Supporting details specific to subject

Some details are non-supporting to the subject

Details are somewhat sketchy. Do not support topic

Unable to find specific details

Grammar, Usage, Mechanics, Spelling

No errors Only one or two errors

More than two errors Numerous errors distract from understanding

Interest Level 10%

Vocabulary is varied; supporting details vivid

Vocabulary is varied; supporting details useful

Vocabulary is unimaginative; details lack “color”

Basic vocabulary; needs descriptive words

Neatness 10%

Typed; clean; neatly bound in a report cover; illustrations provided

Legible writing, well-formed characters; clean and neatly bound in a report cover

Legible writing, some ill-formed letters, print too small or too large; papers stapled together

Illegible writing; loose pages

Timeliness 10% Report on time Report one class

period late Report two class

periods late Report more than

one week late

Rubric for Written ReportAssignment Score ______________ + Beyonder/Bonus ______________ = Final Score ________________

Process for Writing Objectives

• The steps in writing objectives are as follows:

1• Edit goal to reflect eventual performance context.

2• Write terminal objective to reflect context of learning environment.

3• Write objectives for each step in goal analysis for which there are no

sub steps shown.

4• Write an objective for each grouping of sub steps under a major step

of the goal analysis, or write objectives for each sub step.

5• Write objectives for all subordinate skills.

6• Write objectives for entry behaviors if some students are likely not to

posses them.

Evaluation of Objectives

• By constructing a test item that it will be used to measure the learners’ accomplishment of the task.

• By asking a colleague to construct a test item that is congruent with the behavior and conditions specified.

The Function of Objectives

For designers

An integral part of the design process

As the input documentation

For instructors and learners

Generally only the major objectives are included in the course syllabus, a publication, or a module

The wording of those objectives appearing in

the materials is modified.

Reference

• Dick, W., Carey, L., & Carey, J.O. (2005). The systematic design of instruction (6th ed). Boston: Allyn and Bacon. Jonassen

Chapter 6 - Instructional Design

Education