Page 92 - Making Instruction Work

chap 7 3/14/97 1:21 PM Page 78

78 making instruction work

6. If, as you draft your objectives, you find yourself writing
one or more fuzzies, such as understand, comprehend,
appreciate, know, demonstrate, or any other abstraction,
complete a goal analysis for each fuzzy. Mark the perfor-
mances that represent things students cannot yet do, and
write an objective describing each of those perfor-
mances.

Examples

Here are some examples of objectives. Note that though
their form differs (some are written in a single sentence, oth-
ers in two or more, and so on), they all say something about
desired student performance, about the conditions under
which the performance will be expected to occur on the job,
and about how to tell when the objective has been accom-
plished (the criterion of acceptable performance).

Objective #1: Given any instructional objective, be able to
identify (circle) the stated performance, the
main intent, the conditions under which the
performance will occur, and the criterion of
acceptable performance, when these charac-
teristics are present.

Objective #2: Given: A prescribed confined space, stan-
dard equipment, and two other team mem-
bers.

Action: Carry out a confined-space
entry and exit.
Criterion: Entry and exit will meet
ATA-7 Safety Practices.