Now, Worksheet 4 Learning Strategies and Instructional Materials will provide an occasion to Identify instructional strategies and materials needed using Gagne’s Nine Events of Instruction. Completing the Case study/ Role Play Development and Assessment assignment will allow you to delve into the process of developing instructional materials. The results of these two assignments and/or what you learn from completing them may be incorporated into or applied to the development of the Instructor Manual for the learning session you are designing.
EDUC 5480 Design and Measurement of Adult Learning Activities
EDUC 5480 Assignment Guidelines Worksheet 3 Performance Objectives and Measurements
Directions:
For a learning session you are designing, construct three or more performance objectives. Identify the domain and level based on Bloom's Taxonomy and state ways to measure performance. You will use this worksheet as an input to the Module 3 Discussion, Worksheet 4 Learning Strategies and Instructional Materials and the Instructor Manual/ Facilitator Guide (final assignment). Before beginning, see the questions in the Module 3 Discussion Questions. Refer to Bloom’s taxonomy at Businessballs.com– http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom%27s%20taxonomy%20overview
EDAL 5030 Worksheet 3 Performance Objectives and Measurements
Part 1: Context
The Advanced Education Department at NSU recently underwent a leadership transition. The director was dismissed in March, and the assistant director was responsible with overseeing office functions until a new director was found. The manager has no managerial experience.
Part 2: Performance Objectives and Measurements
The boxes will expand as you type into them.
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Audience (the learner, the worker, the participant.) |
Performance (What should the learner be able to do? Begin with a verb from the appropriate domain.) |
Condition Under what conditions should the learner be able to do it? Given…) |
Criterion (How well must it be done? Standard? —must be measurable) |
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Example |
The applicant will |
select correct answers on the drivers’ test |
within 30 minutes using a computer-based test |
with 21 of 25 being correct. |
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Performance Objective #1 |
The asst. director will |
complete the staff assessment |
based on estimates of instructor performance for the academic year 2022–2023 |
in accordance with the criteria specified on the evaluation form. |
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State the Domain & Level Cognitive & Evaluating |
Method of Measurement* Each area of the assessment form is filled out in line with the criteria stated. |
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Performance Objective #2 |
The asst. director will |
start a conversation with two other students, |
then find out what three things they all have in common |
within 8 minutes. |
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State the Domain & Level Affective & Comprehension |
Method of Measurement* Trainees will then be able to identify and communicate similarities with their matches by name. |
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Performance Objective #3 |
The asst. director will |
make their selected action clear |
based on scenarios from the workplace |
in the form of an informal conversation. |
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State the Domain & Level Cognitive & Understand |
Method of Measurement* The trainee is involved and actively engaging in the discussion. |
*What evidence will be used to indicate that the objective has been met?
In this case, structured questionnaire, interviews, observations, assessments, and participant portfolios of current work will be most prevalent evaluation approaches to determine that the objective has been met. A learning experience should include evaluation tools, so that both instructors and trainees determine if the learning goals were reached.
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EDCU 5480 Design and Measurement of Adult Learning Activities
Background and problem selection: Before completing this worksheet, please read the sections on Performance and Performance Gap Assessment in Chapter 2 of the text (Piskurich, 2015) and the Module 1 Overview. A performance gap assessment helps distinguish the difference between what the performance should be and what it is now. This “performance gap” will help you determine what training needs (if any) there are. Piskurich contends, “There are three basic performance areas that need to be considered in any performance assessment” (Piskurich, 2015, p. 24). He includes individuals, business processes, and organizational areas. Performance in the wider community may also be relevant. As the purpose of the course is to help you to develop competencies to design learning activities, the primary focus of this assessment is to assess gaps in people’s performance, even though some of the questions deal with processes or organizational issues.
The first question calls for you to identify a problem. Given the course’s purpose, select a problem that you know or suspect may be improved by providing a learning activity. Also, be aware that the culminating assignment in the course is to submit a facilitator guide/ instructional manual for a learning activity you design. You may begin that effort with this worksheet if you already have in mind a learning activity to develop, and/or you may clarify whether the situation you may wish to address is a situation where a learning/ training program might produce positive outcomes.
Directions: Please answer each of the following questions in the reply boxes provided (they expand):
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What’s the problem? |
What are the job’s tasks or conditions? |
What is the current level of performance? |
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What’s causing the problem? |
What is the desired level of performance? |
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How might a learning activity affect outcomes for individuals, processes, an organization/institution or the wider community? |
Please note that the questions inside the boxes are included to provide context and stimulate your thinking; you do not need to answer each one. Please focus on a few key points.
What’s the problem?
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Why do you think there is a problem? What data or evidence supports your perception? Is productivity, sales or morale low? Have you observed or learned of inefficiencies or ineffectiveness in individuals’, teams’ or the whole organization’s performance? Is the performance of specific individuals or organizational units bothering you? |
What are the job’s tasks or conditions?
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What tasks are involved in carrying out the job? Are there published or easily accessible job requirements or standards? Do people have appropriate resources and training? Is the work environment pleasant? Hostile? Is there a learning climate? Is productivity, sales or morale low? |
What is the current level of performance?
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Is the performance quality visible? Have you observed or learned of inefficiencies or ineffectiveness in individuals’, teams’ or the whole organization’s performance? Is the performance of specific individuals or organizational units bothering you? What should employees be doing that they are not now doing? What are employees doing now that they should not be doing? What specific behaviors or practices need to be changed? |
What’s causing the problem?
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Is the problem’s cause immediately clear? Are you able to identify one or more root causes? Is there an easily recognizable solution or an easy fix? Is the problem part of a larger issue or system? How complicated or complex is the problem? Is a training or learning program the solution or part of one? What else might be done? |
What is the desired level of performance?
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When the employees are working most effectively, what does it look like? What specific knowledge skills or attitudes are most important for organizational members to exhibit? What behaviors or practices are central to organizational effectiveness and efficiency? What are the highest priorities for change? |
How might a learning activity affect outcomes for individuals, processes, an organization/institution, or the wider community?
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What outcomes would you expect from the successful implementation of a learning activity for individuals, processes, the organization as a whole and/or for the wider community? Do you expect errors or costs to decrease? Quality, productivity, sales or revenue to increase? Improved employee or client satisfaction? What shifts in individual, team or organizational capability do you see? How might the larger community be positively influenced? (Please provide a rationale or evidence for any of these outcomes you expect? |