Today's Tip
Presenting Authentic
Objectives
 DSA
would like to thank DSA Associate Dr. Paul Swan for contributing
this month's
tip. Paul Swan will provide
more ideas and techniques on how to write and use
authentic objectives at the Learning and Performance
Conference June 20-22 in Monterey, CA. It's
not too late to register!
Authentic objectives are the foundation upon which effective
courses are built. When the technical specification for a course you
are designing closely matches what the required performance back on
the job is, you are able to make better design decisions.
The critical attributes of an authentic overall objective are:
| 1) |
The condition
statement describes the job environment or describes a simulation
of the job environment within which the learner is expected to
perform a specific overall task. This should include: |
| |
| |
|
| a) |
A description
of the elements of the situation(s) that cause a worker to
do the task. |
| |
|
| b) |
A description
of the work-station of the worker that includes a list of
all tools and materials needed and used by a worker to perform
the entire job task. |
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|
|
| 2) |
The action
statement contains an observable action verb that typically is
used to describe the overall task back on the job. |
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| 3) |
A standard
of performance in checklist form that details the steps, standards,
and qualities of a successful performance. This often includes
a combination of the following: |
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| |
|
| a) |
A performance
checklist that describes the required observable steps or
parts of a successful performance. This is a list of what
an evaluator must observe while the subject is actually doing
the task. |
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|
| b) |
A product
checklist that precisely specifies the required observable
characteristics of a product that results from a performance.
The success of the performance is measured by whether or
not the characteristics of the deliverable meet the standards
specified. |
|
I almost always incorporate the three critical attributes of an authentic
objective into the following template:
Given ________________________________________,
the learner will be able to ________________________
_____________________________________________.
Satisfactory performance
must include:
 ___________________________________________
___________________________________________
___________________________________________
In order to create an authentic objective, I often have to come up
with creative ways to simulate the conditions and performance of the
task. For example, when a task requires days, weeks, or even months
to perform on the job, I must create a realistic simulated condition
that compresses the timeline to something we can teach and test within
our limitations. More importantly, I must design the simulated condition
and task in such a way that mastery of the simulation must translate
to mastery of the task back on the job.
When clearly articulated authentic objectives are used as the technical
specifications for your course, you gain the following advantages:
| 1) |
You have specifications
for learning activities where the students can practice the required
skills. |
| |
|
| 2) |
You have a
process for providing accurate, immediate feedback during practice
activities. |
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|
| 3) |
You have job
aids that students, supervisors, and other stakeholders can use
back on the job to evaluate and provide feedback on performance. |
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|
| 4} |
You have a
structure for developmental testing and validation of your course
and for Level 2 and Level 3 evaluation of your course. |
Until next time,
Darryl
 P.S.
Paul Swan will provide more ideas and techniques on how to write
and use authentic objectives at the Learning and Performance
Conference June 20-22 in Monterey, CA. It's
not too late to register!
Article © 2006
Darryl Sink & Associates, Inc
|
Vol.
2, No. 10 May
24, 2006 
