Perfect Performance Objectives

By: Kathleen Iverson

targetAt first glance the premise of the perfect performance objective is deceptively simple. Dick and Carey (2009) define performance objectives as statements of what the learners will be expected to do when they have completed a specified course of instruction, written in terms of observable performance. To most novice designers, this sounds easy enough—just write down what learners will do after they complete their training. Experienced designers know that objectives are much more than a laundry list of desired outcomes. They provide an essential link between each phase of the training process from needs assessment, to design, delivery, and finally, evaluation. Trainers who scratch out their objectives quickly and easily are likely missing an essential component.

So what is a perfect performance objective? The most widely used framework for performance objectives was developed by Robert Mager (1997) and specifies three components that are included in each objective:

  • Performance – what the learner is to be able to do.  This is best described by using an active verb like list, describe, discuss, draw, explain.
  • Conditions – important resources or constraints.  For example: without using references; or using a map.  Think about what will be provided to the learner.
  • Criterion – the quality or level of performance that will be considered acceptable.  Think of this in terms of standards.  How much, how many, how well should the learner perform?

Although writing objectives can be very straight forward using Mager’s framework, even the most experienced instructional designer may find it challenging to hit the mark every time on every objective. So where do we go wrong? Here are some common errors that novice and experienced designers have made when crafting performance objectives:

  1. Failing to include each component in every objective (performance, condition, and criteria).
  2. Using vague terms for performance like understand, know, and learn. These terms are not readily observable and measurable. Think about it—how do we see and measure understanding? In fact, how do we define understand without adding specific behaviors? When in doubt, refer to verbs from Bloom’s Taxonomy (2001).
  3. Failing to link the criterion to the assessment tool. For example, an objective might state that the learner will “describe the three components of a performance objective,” yet, in actuality, learners take a multiple choice test, which really measures recall.
  4. Objectives that read like agendas. Adding unnecessary detail and specifics about the training sequence that fill the objective with confusing verbiage.
  5. Lack of clarity in the criterion. We often miss the mark by specifying an arbitrary criterion of “100% accuracy.”
  6. Including multiple unrelated performance outcomes in a single objective: “Learners will recognize the benefits of writing objectives and differentiate between the three components of an objective.”

Please add a comment to this article to share your challenges and successes in writing perfect performance objectives. Can you add to my list of common errors?

References

Anderson, L., Krathwohl, D., & Bloom, B. (2001) A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Dick, W. ,Carey, L. Carey, J. (2009). The Systematic Design of Instruction. Upper Saddle River, NJ: Merrill/Pearson.

Mager, R. (1997) Preparing Instructional Objectives: A critical tool in the development of effective instruction. Atlanta, GA:  Center for Effective Performance.

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