2. The Dick and Carey Model
Write
Performance
Objectives
http://gminks.edublogs.org/files/2008/11/dickandcareymode
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3. Objectives
Given the terms “Performance Objective” and
“Instructional Goal,” students will be able to
define the terms and compare and contrast the
characteristics of each with at least 90%
accuracy.
Using a self-selected mini-lesson topic, students
will be able to write their own performance
objectives that describe behaviors, conditions and
criteria and post them to the discussion forum.
Using the discussion forum, students will be able
to critique and generate constructive feedback on
the performance objectives of their peers within a
10-minute period.
4. Performance Objectives
Performance objectives create guidelines for
instructional designers, students, or both – they
identifies the skill(s) to be learned, and the criteria
for mastery of a given lesson.
It may also be called a behavioral objective,
learning objective, and instructional objective.
Writing performance objectives engages the
previous steps of the instructional design
process: instructional goals, instructional analysis,
and learner/context analysis. All have bearing on
the performance objectives.
5. Performance Objectives v. Instructional
Goals
Instructional Goals are broad statements about a
unit or topic. Think of them as a large target.
Performance Objectives take the Big Picture
goals and break them down into precise details.
Think of your objectives as the arrows you are
trying to hit the target with.
Performance Objectives pertain directly to tasks
or skills to be learned.
Performance Objectives describe a behavior in a
way that can be quantified.
6. Breaking down the Performance
Objective
Performance objectives describe three main
things:
Content/Behavior – What skill(s) will be
demonstrated?
Conditions – What will the learner need to
demonstrate the skill? How/where will it be
demonstrated?
Criteria – How will the skill be evaluated? What
constitutes success?
7. The Performance Objective
Using EBSCOHost, students will be able to conduct
a search and locate two peer-reviewed articles
published within the last five years on a topic of
one’s choice within a five-minute period.
Green -- Conditions
Blue – Behavior/content
Red - Criteria
8. Writing Effective Objectives
Stick to tasks that can be observed. “Knowing”
and “understanding” can’t truly be observed (Dick
and Carey, 116). Design criteria that can be
measured, such as the ability to define given
terms, describe a process, or label a chart.
Remember to include any materials necessary to
the tasks to be performed.
Define the amount of accuracy required to
constitute success. How often will the student
need to perform the task correctly? Is there a
specific time frame?
9. Try it out!
Please visit the discussion board to try writing a
few objectives of your own, for a topic/lesson of
your choice.
Remember to identify the three parts of the
objective.
Read the performance objectives written by your
classmates. Respond to at least two other
objectives with constructive feedback for
improvement.
10. Resources
Dick, W., & Carey, J.O. (2009). The systematic
design of instruction. Allyn & Bacon.
