Applying The a.D.D.I.E. Model

UALR
Applying the A.D.D.I.E.

Model
Chapter 6 of The Systematic Design of
Instructions
Mario D. Wallace
Contents
Front End Analysis...................................................................................................... 4
NEED....................................................................................................................... 4
CLARIFY................................................................................................................... 4
GOAL ANALYSIS....................................................................................................... 5
SUBORDINATE AND ENTRY SKILLS...........................................................................6
LEARNERS AND CONTEXT....................................................................................... 8
Writing Performance Objectives................................................................................. 9
Step 1:..................................................................................................................... 9
2. Given Goal:...................................................................................................... 9
3. Given Goal:.................................................................................................... 10
Step 2:................................................................................................................... 10
Step 3:................................................................................................................... 10
Step 4:................................................................................................................... 10
Step 5:................................................................................................................... 13
Step 6:................................................................................................................... 13
Assessment.............................................................................................................. 14
Book objectives..................................................................................................... 14
Assessments......................................................................................................... 14
Objective 1:........................................................................................................ 14
Objective 2:........................................................................................................ 15
Objective 3:........................................................................................................ 15
Chunking the Content............................................................................................... 17
Chunk 1: What are performance objectives?.........................................................17
Chunk 2: Why are performance objectives important?..........................................17
Chunk 3: What are the three parts of a performance objective?...........................18
Chunk 4: How to write performance objectives?...................................................18
Table...................................................................................................................... 19
Evaluating and Revising Instructional Materials.......................................................21
Textbook objectives:.............................................................................................. 21
Performance Objectives and Assessments:...........................................................21
Summative evaluation.......................................................................................... 22
2
Instructional Material................................................................................................ 24
Textbook objectives............................................................................................... 24
Performance Objectives and Assessments............................................................24
Instructional Materials........................................................................................... 26
Reference.............................................................................................................. 28
Front End Analysis

The Department of Education at the University of Arkansas at Little Rock
(UALR) seeks to provide an instructional design course that concentrates on
Performance Objectives for junior and senior undergraduates who plan on
majoring in the Learning System Technology (LSTE) Masters program. Given
that this group of undergraduates has no experience in instructional
development, a needs assessment was conducted to assess their current
needs. However, before we conducted a needs assessment, the questions
was asked, "What information do the students need to know to effectively
develop performance objectives?
The answer to the question led to the performance of a front end analysis
assessment. The outcome of the analysis is detailed in this report.
NEED
1. The instructor needs to understand the process of performance objectives
and why performance objectives are important.
a. The instructor needs to be able differentiate between instructional
goals and performance objectives.
b. Instructional goals and performance objectives are one in the same,
but the performance objectives have to be written with the intent to
gauge the learner's performance during lesson.
2. The instructor needs to understand how to associate Gagn's Learning
Domains to performance objectives.
a. The instructor needs to know how Gagn's Learning Domains assist
in the development of effective performance objectives.
3. The instructor needs to understand the purpose of converting instructional
goal into a terminal objectives.
a. The instructor needs to be able to write effective terminal objectives
that include derivations of behavior, condition, and criteria.
CLARIFY
At the conclusion of this training, learners will be able to:
1. Distinguish between instructional goals and performance objectives.
2. Differentiate between the derivation of behavior, condition, and
criteria.
3. Associate Gagn's Learning Domains to performance objectives.
4. Convert instructional goals into terminal objectives (performance
objectives).
4
The four instructional goals above were developed to inform the students
what to expect in the lesson and to guide the developer in the designing of
the instructions.
GOAL ANALYSIS
The goal analysis includes four instructional goals and subordinate, entry
level skill requirements. The four instructional goals relate to the intellectual
skill domain of Gagn's Learning Domains.
Distinguish
between
instructional
goals and
performance
objectives.
Differentiate
between the
deviation of
behavior,
condition, and
criteria.
Associate
Gang's
Learning
Domains to
performance
objectives.
Convert
instructional goals
into terminal
objectives
(performance
objectives).
Goal 1: Distinguish between instructional goals and performance objectives.

Define
instructional
goal and
performance
objective.
Discuss the
difference
between
instructional goals
and performance
objectives.
Goal 2: Differentiate between the deviation of behavior, condition, and

criteria.
Define the three
main
components of
performance
objectives.
Discuss the
differences
among a
behavior, a
condition, and a
criteria.
Goal 3: Associate Gang's Learning Domains to performance objectives.

Discuss the
purpose of
Gang's
Learning
Domains.
Difference among
the domains:
verbal skills,
intellectual skills,
psychmotor skills,
and attitude skills.
Associate
Gang's
Learning
Domains to
performance
objectives.
Goal 4: Convert instructional goals into terminal objectives (performance

objectives).
Complete goal 1
Complete goal 2
Complete goal 3
Convert
instructional
goals into
terminal
objectives.
SUBORDINATE AND ENTRY SKILLS

Goal 1: Distinguish between instructional goals and performance
objectives.
Define
instructional
goals and
performance
objectives.
Match
instructional
goals and
performance
objectives to
their mates.
Discuss the
difference
between
instructional
goals and
performance
Give examples
of instructional
goals and
performance
objectives.
Memorize the
meaning of
instructional
goals and
performance
objectives.
Goal 2: Differentiate among the deviation of behavior, condition, and

criteria.
Discuss the
differences among
the three main
components of
performance
objectives.
Define the three

main
components of
performance
objectives.
Name three
main
components of
performance
objectives.
Give examples
of instructional
goals and
performance
objectives.
Identify the
three main
components of a
performance
objective in
specified
Study the
meaning of
instructional
goals and
performance
objectives.
Goal 3: Associate Gang's Learning Domains to performance

objectives.
Difference among
the domains:
verbal skills,
intellectual skills,
psychmotor skills,
and attitude skills.
Name the
learning style of
Gang's
Learning
Domains.
Give examples
of Gang's
Learning
Domains.
Memorize the
concept of
Gang's
Learning
Domains.
Discuss the
purpose of
Gang's
Learning
Domains.
Associate
Gang's
Learning
Domains to
performance
objectives.
Complete Goal 2
Complete Goal 1
Goal 3: Convert instructional goals into terminal objectives

(performance objectives).
Complete Goal 1
Complete Goal 2
Convert
instructional
goals into
terminal
objectives.
Complete Goal 3
Identify behaviors,
conditions, and
criteria in specified
examples of
terminal
Give examples
of how to
convert
instructional
goals into
terminal
LEARNERS AND CONTEXT

Given that the students plan to major in the LSTE program, they definitely
should have the academic motivation to strive to learn the presented
material in the course. These students chose to participate in this course;
thus, they are self-directed in their desires to fulfill the requirement of
course.
The setting that the course will be taught is in an online environment. At
UALR, more than 50% of all coursework is taught in an online setting, which
makes this course suitable for the targeted population.
Based on the needs assessment, the students have the desired entry level
skills to complete the course. They have all complete process writing, basic
math, entry-level science, and basic computer courses which will assist them
in using their current skillset to draft effective performance objectives.
Writing Performance Objectives

Converting learning objectives to performance objectives takes a concerted
effort to distinguish between the two and to learn the rules of performance
objectives. In this lesson, I show learners how to convert learning objectives
to performance objectives and explain the process of the conversion.
At the conclusion of this training, learners will be able to:
1. State what is an instructional goal and a performance objective.
2. Identify the behavior objective, the condition, and the criteria in the
sample of 15 performance objectives.
3. Match learning domains to performance objectives.
The three instructional goals above identify with the lower domain level of
Bloom's Taxonomy: knowledge. See Figure 1 below.
Figure 1: Bloom's Taxonomy.
Step 1: Edit goal to reflect eventual performance context.

1. Given Goal: State what is an instructional goal and a performance
objective.
In this instructional goal, only one part of three components that's
required for a performance objective is included: behavior. Thus, the
condition and the criteria are omitted.
Including the condition: During a one-on-one meeting with the
instructor, state what is an instructional goal and a performance
objective.
Including the criteria: During a one-on-one meeting with the
instructor, state what is an instructional goal and a performance
objective without confusing the two meanings.
2. Given Goal: Identify the behavior objective, the condition, and the
criteria in several performance objective examples.
In this instructional goal, two parts of three components that are

required for a performance objective are included: behavior and
criteria. Thus, the condition is omitted.
Including the condition: Using a hand out that includes a
section with performance objectives, identify the behavior
objective, the condition, and the criteria in the sample of 15
performance objectives.
3. Given Goal: Match the learning domains to the performance
objectives.
In this instructional goal, only one part of three components that's

required for a performance objective is included: behavior. Thus, the
condition and the criteria are omitted.
Including the condition: Using a virtual SoftChalk lesson that
includes several drag and drop activities, match the learning
domains to the performance objectives.
Including the criteria: Using a virtual SoftChalk lesson that
includes several drag and drop activities, match the learning
domains to the performance objectives and score no less than 80%
on each activity.
Step 2: Write terminal objectives to reflect context of learning environment.
Context of learning environment added: In the instructor's office

during a one-on-one oral testing, state what is an instructional
goal and a performance objective without confusing the two
meanings.
Context of learning environment added: In a classroom setting
for a final exam, successfully identify the behavior objective, the
condition, and the criteria on a hand out that includes a section
with 15 performance objectives; 15 out of the 18 must be
answered correctly to pass the section.
Context of learning environment added: Using you personal
computer, login into Blackboard and complete the drag and
drop activities in a virtual SoftChalk lesson; match the
learning domains to the performance objectives; 80% must be
scores on each activity to pass.
Step 3: Write objectives for each step in goal analysis for which there are
no substeps shown. All of my substeps have been provided.
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Step 4: Write an objective for each grouping of substeps under a major step
of the goal analysis or write objectives for each substep.
1. State what is an instructional goal and a performance objective.
Memorize the terms

Name the terms
Match the terms
instructional goals
instructional goals
instructional goals and
and performance
and performance
performance objectives
1.objectives.
Substep: Memorize the term objectives.
instructional goals and performance
objectives
in an exercise.
(behavior).
Write the condition: Given a set of flash cards with the definitions
of instructional goal and performance objective, memorize the
terms.
Add the criteria: Given a set of flash cards with the definitions of
instructional goal and performance objective, memorize the term
to be able to name them at least 5 times in a multiple choice
activity with six questions.
2. Substep: Name the terms instructional goals and performance objectives
(behavior).
Write the condition: Given a list of 10 definitions, name the terms
instructional goals and performance objectives.
Add the criteria: Given a list of 10 definitions, name the terms
instructional goals and performance objectives on the first attempt.
3. Substep: Match the terms instructional goals and performance objectives in
an exercise (behavior).
Write the condition: Given three drag and drop activities,
successfully match the terms instructional goal and performance
objective.
Add the criteria: Given three drag and drop activities, successfully
match the terms instructional goals and performance objectives in two
out of three activities.
2. Identify the behavior objective, the condition, and the criteria in the
sample of 15 performance objectives (behavior).
Memorize the
behavior, the
condition, and the
criteria for
performance
Name the behavior,

the condition, and
the criteria for
performance
objectives.
Match the terms in

an exercise.
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1. Substep: Memorize the behavior, the condition, and the criteria for
performance objectives (behavior).
Write the condition: Given flash cards with the terms behavior,
the condition, and the criteria for performance, memorize the
words.
Add the criteria: Given flash cards with the terms behavior, the
condition, and the criteria for performance, memorize the words
within 24 hours.
2. Substep: Name the behavior, the condition, and the criteria for
performance objectives (behavior).
Write the condition: Given a vocabulary test, name the behavior, the
condition, and the criteria for performance objectives.
Add the criteria: Given a vocabulary test, name the behavior, the
condition, and the criteria for performance objectives on the first
attempt. No second chances.
3: Substep: Match the terms in an exercise (behavior).
Write the condition: Given a matching exercise, match the terms

behavior, condition, and criteria for performance objectives.
Add the criteria: Given a matching exercise, match the terms
behavior, condition, and criteria for performance objectives in two
attempts.
3. Match the learning domains to the performance objectives (behavior).

Memorize the
learning domains.
Name the learning

domains.
1. Substep: Memorize the learning domains (behavior).
Write the condition: Given a sheet of paper and a pencil,

memorize the learning domains by writing them.
Add the criteria: Given a sheet of paper and a pencil, memorize
the learning domains by writing them 50 times daily for three days.
2. Subset: Name the learning domain (behavior).
Write the condition: Given a chart with all of the learning

domains, name the learning domains.
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Add the criteria: Given a chart with all of the learning domains,
name the learning domains from top to bottom on the first attempt.
Step 5: Write objectives for all subordinate skills. I do not have any
subordinate skill objectives.
Step 6: Write objectives for entry skills if some students are likely not to
possess them.
1. Given a specific learning situation, name the purpose of instructional
goals and performance objectives.
2. Listing the three parts of performance objectives (behavior, condition,
and criteria) on the white board, write the meanings of the parts next
to the words.
3. Using Study mate learning technology, select learning domains that
matches with performance objectives.
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Assessment
Using instructional goals and Bloom's Taxonomy learning domains to develop
assessment tools is the premise for optimal learning opportunities. In this
assignment, I have provided the appropriate assessment for my instructional
goals, explained why I chose the particular assessment, and linked each
assessment to its objective.
Book objectives
1. Differentiate among the terms instructional goal, terminal objective,
subordinate skill, subordinate objective, behavioral objective,
performance objective, and instructional objective.
2. Name and describe the part of a properly written performance
objective.
3. Write a terminal objective that includes relevant information about the
instructional context and/or the performance context.
4. Write performance objectives for skills that have been identified in an
instructional analysis. These objectives should include the skill to be
performed, the conditions under which the skill will be performed, and
the criteria to be used to assesses learner performance.
The following are my performance objectives for Chapter 6: Writing
Performance Objectives.
5. During a one-on-one meeting with the instructor, identify what is
an instructional goal and a performance objective without confusing
the two meanings.
6. Using a hand out that includes a section with performance
objectives, identify the behavior objective, the condition, and the
criteria in the sample of 15 performance objectives.
7. Using a virtual SoftChalk lesson that includes several drag and
drop activities, match the learning domains to the performance
objectives and score no less than 80% on each activity.
Assessments
Objective 1: During a one-on-one meeting with the instructor, identify
what is an instructional goal and a performance objective without confusing

the two meanings.
Thought process
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1. I want to use a Criterion-referenced test to assess the knowledge

retention and transfer for this objective.
2. I want to use a multiple choice type of assessment to allow students to
clearly identify the meanings of instructional goals and performance
objectives without confusing the two.
3. Given that goal is to identify the meaning of the instructional goals and
performance objectives, I could use either of the four assessments: 1)
Matching, 2) Completion, 3) Short answer, and 4) Multiple choice. See
Table 1 on page three. Either assessment could measure the level of
aptitude regarding the lesson. Also, according to Bloom's learning
objective, this goal is categorized under the knowledge level, which is
considered the lowest level.
4. ASSESSMENT: In the multiple choice section of the test, please read
each question and select the correct answer that relates to an
instructional or performance objectives.
Objective 2: Using a hand out that includes a section with
performance objectives, state the behavior objective, the condition, and

the criteria in the sample of 15 performance objectives.
Thought process
1. I want to use a Criterion-referenced test to assess the knowledge
2. I want to use a short answer type of assessment to allow students to
state the behavior objective, the condition, and the criteria in the
sample of 15 performance objectives.
3. Given that goal is state the behavior objective, the condition, and the
criteria, I could use either of the two assessments: 1) Completion and
2) Short answer. See Table 1 on page three. Either assessment could
measure the level of aptitude regarding the lesson. Also, according to
Bloom's learning objective, this goal is categorized under the
knowledge level, which is considered the lowest level.
4. ASSESSMENT: After reviewing the 15 performance objectives in section
three of the test, please circle all of the behavior objectives, draw a
line through all of the conditions, and mark two lines under each
criteria.
Objective 3: Using a virtual SoftChalk lesson that includes several
drag and drop activities, match the learning domains to the performance
Thought process
15
1. I want to use a Criterion-referenced test assess the knowledge

2. I want to use a matching type of assessment to allow students to
match the learning domains to the performance objectives and score
no less than 80% on each activity.
3. Given that goal is to identify the meaning of the instructional goals and
performance objectives, I could use either of the four assessments: 1)
Matching, 2) Completion, 3) Short answer, and 4) Multiple choice. See
Table 1 on page three. Either assessment could measure the level of
aptitude regarding the lesson. Also, according to Bloom's learning
objective, this goal is categorized under the knowledge level, which is
considered the lowest level.
4. ASSESSMENT: After reviewing the drag and drop activities, match the
learning domains to the performance objectives and select complete.
You will be given two attempts to score no less than 80% on each
activity.
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Chunking the Content

Chunking is a dynamic method of organizing course content for assisting
human learning in the learning cycle of working, short-term, and long-term
memory storage. I define chucking as information organized in small
digestible chunks for the purpose of human learning. According to Dr. Robin
Smith, "[George Miller]. . . found that when given a list of unrelated items, a
typical adult can recall between 5 to 9 of them" (Smith, 2008). Based on the
finds of Miller, instructional developers consider chunking as the sole option
in instructional developments to assist in the recall of course content.
Thus, I organize the course content in Chapter 6 into chunks (into short
segments) to provide learners the opportunity to pace throughout the
materials while digesting the content. According to Smith, "If your content is
chunked, it is divided into short segments of passive learning, followed by an
opportunity for active learning . . ." (Smith, 2008).
Chunk 1: What are performance objectives?
Introduction: The introduction is by far one of the most important

step in chunking because the information initiates the learning process,
and it has to be carried throughout the course content. Thus, the
introduction includes a short video that explains what performance
objectives are and what they are not.
Reinforcement activity: The reinforcement activity that I use in the
course is a SoftChalk lesson that includes multiple choice and matching
activities. The activities focus on the distinction between an
instructional goal and a terminal objective (performance objective).
Summary: The summary is basically a wrap up of the of the
reinforcement activities. I reiterate what is a performance objectives
are and what is not one. I also include several examples of both.
Transition: In the transition, I mention that performance objectives
are instructional goals that include conditions, observable behaviors,
and criterion.
Bridge: In the bridge, I ask the question, "If performance objectives
are basically instructional goals with conditions, observable behaviors,
and criterion, why are performance objectives important? This question
takes the learner's attention away from the distinction between
instructional goals and performance objectives and directs the
learner's attention to why are performance objectives important.
17
Chunk 2: Why are performance objectives important?
Introduction: There is no need for an introduction in this section

because the previous chunked section introduces this section.
However, I explain why performance objectives are important.
Reinforcement activity: In this reinforcement activity, I want the
learners to think about why performance objectives are important and
how performance objectives are established to forecast knowledge
retention and transfer of learners. Learner's knowledge of course
material should be measurable and transferable. Thus, I ask the
learners to write a 1000 word paper explaining why it is important to
be able to measure the of one's performance.
Summary: In the summary, I reiterate why performance objectives are
important, and I give an example of one that is broken into the three
parts.
Transition: In the transition, I ask the question, "Since performance
objectives are important, what are the three parts of a performance
objective that must be includes to authenticate one?"
Bridge: In the bridge, I will restate why are performance objectives
important, and I say that next we will study three parts of a
performance objective.
Chunk 3: What are the three parts of a performance objective?

However, I define and explain what are the three parts of a
Reinforcement activity: The reinforcement activities that I use in
this section is a Studymate matching activity in which the learners
have to identity and distinguish the difference among the three parts
of a performance objective.
Summary: I restate the three parts of a performance objective and
each of the meaning. This method reinforces the content covered in
this section.
Transition: In the transition I ask the question, "If it is important that
you can identify the parts of a performance objective, you should be
able to write effective performance objectives?"
Bridge: In the bridge, I restate the three parts of a performance
objective, include the transition, and I state that it is important to be
able to identify the three parts, but to become a successful
instructional designers, one must be able to write performance
objectives.
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Chunk 4: How to write performance objectives?

However, I explain how to write a performance objective.
Reinforcement activity: The reinforcement activity I use is this
section includes 10 instructional goals that have to be converted into
performance objectives. The learner must have to be able to integrate
a condition, a observable behavior, and a criteria into an instructional
goal to make it a performance objective.
Summary: Given that this is the last section of the course content, I
wrap up the course by summarizing the following:
o What are performance objectives,
o Why are performance objectives important,
o What are the three parts of a performance objective, and
o How to write a performance objective
Transition: In this transition, I make the statement that although
performance objectives are very important, the evaluation of the
objectives are just as important.
Bridge: In the bridge, I restate the main points of the chapter, I
reiterate the transition, and I state that the best way to assess the
learner's performance is to learn the importance of an evaluation tool.
Table
Chunk
What are performance
objectives?
Reinforcement
Activity
Activity focused on the
distinction between an
instructional goal and a
terminal objective.
Introduction/Transitio
n
Introduction: video that
covers what
are and what they are
not
Summary: Reiterate
what is a performance
objectives
Transition: performance
objectives include a
condition, an observable
behavior, and a criteria
Bridge: "if performance
objectives are basically
instructional goals with
a condition, an
19
Why are performance

objectives important?
learners will write a

1000 word paper
explaining why it is
important to be able to
measure the of one's
performance.
What are the three

parts of a performance
objective?
Distinguish the
difference among the
three parts of a
observable behavior,
and a criteria, why are
important?
Summary: Reiterate
why performance
objectives are important
Transition: "Since
are important, what are
the three parts of a
performance objective
that must be includes to
authenticate one?"
Bridge: Restate why are
important, and I say
that next we will study
three parts of a
Summary: Restate the
three parts of a
and each of the
meaning
Transition: "If it is
important that you can
identify the parts of a
performance objective,
show you be able to
write effective
performance
objectives?"
Bridge: Restate the
three parts of a
performance objective,
include the transition,
and I state that it is
important to be able to
20
How to write
Integrate a condition, a
performance objectives? observable behavior,
and a criteria into an
instructional goal to
make it a performance
objective.
identify the three parts

Summary: Wrap up the
course by summarizing
the information in all of
the chunked areas
Transition: Although
are very important, the
evaluation of the
objectives are just as
important
Bridge: Restate the
main points of the
chapter, I reiterate the
transition, and I state
that the best way to
assess the learner's
performance is to learn
the importance of an
evaluation tool
Evaluating and Revising Instructional Materials

Evaluating and revising instruction material is just as important as analyzing
and designing the instructional material. Nonetheless, when evaluating and
revising instructional material, there are two main areas of focus: 1)
Judgment phase and 2) Impact phase. In this assignment, I link my
performance objectives to summative evaluations.
Textbook objectives:
objective.
3. Write a terminal objective that includes relevant information about the
instructional context and/or the performance context.
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4. Write performance objectives for skills that have been identified in an

instructional analysis. These objectives should include the skill to be
performed, the conditions under which the skill will be performed, and
the criteria to be used to assesses learner performance.
Performance Objectives and Assessments:

an instructional goal and a performance objective without confusing the
two meanings.
ASSESSMENT: In the multiple choice section of the test, please read
each question and
select the correct answer that relates to an
objectives; identify the behavior objective, the condition, and the criteria
in the sample of 15 performance objectives.
ASSESSMENT: After reviewing the 15 performance objectives in section
criterion.
3. Using a virtual Soft Chalk lesson that includes several drags
and drop activities, match the learning domains to the performance
ASSESSMENT: After reviewing the drag and drop activities match the
activity.
Summative evaluation
During a one-on-one meeting with the instructor, identify what is

an instructional goal and a performance objective without confusing
the two meanings.
Judgment phase: the SME looks at the requirement of the needs statement
to determine if the instructional material filled the gap in performance.
Content Analysis: The SME content expert reviews the content of the
material to see if the it is accurate regarding grammar and mechanics.
Design Analysis: A SME designer will verify if the design includes
information that ensures that the student will learn how to identify an
instructional goal from a performance objective.
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Impact Phase: The SME reviews the student's performance results to

determine if knowledge was trained or transferred.
Revision Strategy:
After the students complete the instructions, the SME will study the
competency levels of the students to determine if the student could
identify an instructional goal from a performance objective.
After students use the instructional material, the SME will review the
quantitative (test scores) data to determine the level of competency
and if revisions need to be made before reusing the instructional
material.
After interacting with the instructional material, the SME will administer
to the students a questionnaire to learn about their experiences
interacting with the material.
Using a hand out that includes a section with performance

objectives; identify the behavior objective, the condition, and the
criteria in the sample of 15 performance objectives.
material to see if the it is Design Analysis: The SME designer will review
the design of the instructional material to determine if the design assisted in
the student identifying behavior objective, the condition, and the criteria in a
Revision Strategy:
competency levels of the students to determine if the students could
identify the behavior objective, the condition, and the criteria in the
sample of 15 performance objectives. If not the design would be
modified to include information to be able to identify behavior
objective, condition, and criteria in a performance objective.
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and if revisions need to be made before reusing the instructional
material.
interacting with the material.

material to see if the it is
Design Analysis: A SME designer will review the instructional material to
determine if it contained information to successfully educate the student on
understanding learning domains to the performance objectives.
Revision Strategy:
competency levels of the students to determine if the student
understood learning domains versus performance objectives. If the
competency levels are low and the students do not really understand
the subject, I will design better instructions and conduct a formative
evaluation to test the material.
and if the student understood learning domains versus performance
objectives. If not, I will study the results and use them to determine my
next step in revision.
interacting with the material. Based on the answer.
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Instructional Material
Instructional material is the crux to instructional design. When the
instructional material meets instructional goals, performance objectives, and
instructional strategy, human learning is inevitable. In this assignment, I
identify elements of instructional material for my instructional design.
Textbook objectives
objective.
3. Write a terminal objective that includes relevant information about
the instructional context and/or the performance context.
4. Write performance objectives for skills that have been identified in
an instructional analysis. These objectives should include the skill to
be performed, the conditions under which the skill will be
performed, and the criteria to be used to assesses learner
performance.
Performance Objectives and Assessments

an instructional goal and a performance objective without confusing the
two meanings.
ASSESSMENT: In the multiple choice section of the test, please read
each question and
select the correct answer that relates to an
objectives; identify the behavior objective, the condition, and the criteria
in the sample of 15 performance objectives.
ASSESSMENT: After reviewing the 15 performance objectives in section
criterion.
ASSESSMENT: After reviewing the drag and drop activities match the
25
activity.
In this objective, we can identify elements that will assist in determining
instructional materials:
The condition of the objective is in a one-on-one setting where the

instructor will be alone with the student. The condition reads, " During
a one-on-one meeting with the instructor". The student will have
learned and practiced the material to be able to identify what is an
instructional goal and a performance objective without confusing the
two meanings in the presence of the instructor.
In this objective, the student will have to identify what is an
instructional goal and a performance objective without confusing the
two meanings. According to Bloom's learning objectives, this is a lower
level skill, but is it? Before students can identify the meaning of both,
they will have learned their definitions and know how to use them in
practice.
The criteria adds more to this objective. The student will have to
complete the multiple choice activities without confusing the meanings
of either term.
In the following assessment, we can identify elements that will assist in

determining instructional materials:
The assessment reads, "In the multiple choice section of the test,
please read each question and select the correct answer that relates to
an instructional or performance objectives". The key words are "In a
multiple choice section of the test". The instructional material must be
able to strengthen the students ability to discern the differences of the
two meanings and provide an application so that the student knows
how to identify the elements in each term to be able to successfully
complete the multiple choice activity.
Based on the elements of the objective and assessment, I want to make sure
that the instructional material do the following:
Prepare the student to be able to understand the meanings of the

terms from a high level skill.
Focus on the independent terms of both words including the elements
in each term.
26
In this objective. we can identify elements that will assist in determining

The behavior of this objective is key. The student have to be able to

"identify the behavior objective, the condition, and the criteria in a
sample of 15 performance objectives". In order to identify a behavior,
the student must have extensive knowledge of the terms: behavior,
condition, and criteria. Each term's description is different and very
significant in performance objectives. Thus, the student will need high
level skills to be able to identify the terms.

The assessment reads, "After reviewing the 15 performance objectives

in section three of the test, please circle all of the behavior objectives,
draw a line through all of the conditions, and mark two lines under
each criteria".
Prepare the student to be able to have a high level skilled discussion

about behavior, condition, and criteria.
Prepare the student to be able to demonstrate the difference among
the three.
Focus on the independent meanings of behavior, condition, and
criteria.
In this objective, we can identify elements that will assist in determining

The condition in his objective, "Using a virtual SoftChalk lesson that

includes several drag and drop activities", speaks volume. The student
must have higher level skills to be able to distinguish learning
domains.

The key element in this assessment is to match the learning domains

to the performance objectives". The instructional material need to
ensure that the learners not only have verbal skills but also intellectual
skills to be able to match the learning domain to performance
objectives.
27
The assessment clearly stated that the students is only given "two
attempts to score no less than 80% on each activity".
.
Prepare students to explain in their own words learning domains.

Prepare students to discern the levels of Bloom's domains from each
other.
Provide examples of each learning domain to show mastery of
domains.
Focus on the different learning domains.
Instructional Materials
Dick, Carey, and Carey (2015). This is our primary text and focuses on
the ID process developed by Dick, Carey, and Carey.

SoftChalk lessons per weekly assignments that include elements of
instructional goals and performance objectives, drag and drop
vocabulary skills, These lessons with be drag and drop, multiple
choice, and short answers.
Weekly blog writings in which the student will use to explain the
meaning of instructional goals and performance objectives.
The course will include learner feedback, interviews, questionnaires,
and evaluation responses for assessing the instructional material to
determine if instructional modifications are needed.
28
Reference
Dick, W., Carey, L., & Carey, J. (2015). Identifying Instructional Goals Using
Front-End Analysis. The Systematic Design of Instruction. Upper Saddle
River: Pearson Education, Inc .
Smith, R. (2008). Design with content in mind. Conquering the Content: A
Step-by-Step Guide to Online Course Design. San Francisco: John WIley
& Sons, Inc.
29

Applying The a.D.D.I.E. Model

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Applying the A.D.D.I.E.

Front End Analysis

Goal 1: Distinguish between instructional goals and performance objectives.

Goal 2: Differentiate between the deviation of behavior, condition, and

Goal 3: Associate Gang's Learning Domains to performance objectives.

Goal 4: Convert instructional goals into terminal objectives (performance

SUBORDINATE AND ENTRY SKILLS

Goal 2: Differentiate among the deviation of behavior, condition, and

Define the three

Goal 3: Associate Gang's Learning Domains to performance

Goal 3: Convert instructional goals into terminal objectives

LEARNERS AND CONTEXT

Writing Performance Objectives

Figure 1: Bloom's Taxonomy.

Step 1: Edit goal to reflect eventual performance context.

criteria in several performance objective examples.

In this instructional goal, two parts of three components that are

3. Given Goal: Match the learning domains to the performance

In this instructional goal, only one part of three components that's

Step 2: Write terminal objectives to reflect context of learning environment.

Context of learning environment added: In the instructor's office

Memorize the terms

Name the behavior,

Match the terms in

Write the condition: Given a matching exercise, match the terms

3. Match the learning domains to the performance objectives (behavior).

Name the learning

1. Substep: Memorize the learning domains (behavior).

Write the condition: Given a sheet of paper and a pencil,

2. Subset: Name the learning domain (behavior).

Write the condition: Given a chart with all of the learning

what is an instructional goal and a performance objective without confusing

1. I want to use a Criterion-referenced test to assess the knowledge

performance objectives, state the behavior objective, the condition, and

1. I want to use a Criterion-referenced test assess the knowledge

Chunking the Content

Chunk 1: What are performance objectives?

Introduction: The introduction is by far one of the most important

Chunk 2: Why are performance objectives important?

Introduction: There is no need for an introduction in this section

Chunk 3: What are the three parts of a performance objective?

Introduction: There is no need for an introduction in this section

Chunk 4: How to write performance objectives?

Introduction: There is no need for an introduction in this section

Why are performance

learners will write a

What are the three

identify the three parts

Evaluating and Revising Instructional Materials

4. Write performance objectives for skills that have been identified in an

Performance Objectives and Assessments:

During a one-on-one meeting with the instructor, identify what is

Impact Phase: The SME reviews the student's performance results to

Using a hand out that includes a section with performance

3. Using a virtual Soft Chalk lesson that includes several drags

Performance Objectives and Assessments

The condition of the objective is in a one-on-one setting where the

In the following assessment, we can identify elements that will assist in

Prepare the student to be able to understand the meanings of the

In this objective. we can identify elements that will assist in determining

The behavior of this objective is key. The student have to be able to

In the following assessment, we can identify elements that will assist in