DQ#2 – Based on the instructional goal you just wrote in DQ#1, what would be one possible performance-based objective (PBO)? (Of course there are many PBOs that exist to support one instructional objective, but just come up with one possible PBO here.)
Keep in mind that instructional design is based on different models, and within those models, different organizations might have different standards for writing these types of goals. In your upcoming Instructional Plan assignment (due in Weeks 3, 5, and 6), you will be required to write performance based objectives in a specific format, namely, the “A, B, C, D” method. (Described in Chap. 8 of your textbook.) So, in order to prepare for that assignment and get some practice writing a “PBO” or performance based objective, you will have that chance now. Some information about this method can be found at:
There are exercises and tutorials on ABCD methods on the two websites mentioned above – PLEASE TRY THEM OUT!! 🙂
More information to help you:
Performance-Based Objectives (PBO’s) – address the question, “How well should the performance be done?” and [the performance] “should always be measurable” The suggestion for writing PBO’s is that they should: 1) start with a verb, 2) answer what the learner will know or do, 3) describe the criterion for performance, and 4) state the conditions under which the learner must perform.
2) Use the “ABCD” of creating objectives to guide you when you write you’re PBO:
a) A – audience – who is the learner
b) B – behavior – what is the measurable behavior expected to be accomplished…. (What is the expected behavior after they receive instruction?)
c) C – conditions – what are the conditions under with this PBO will be accomplished (the criteria for evaluating the students’ performance)
d) D – degree/degree of accomplishment – what is the degree of accuracy do the learners need to accomplish… (What is the standard for acceptable performance?)
Here are some examples of well written PBOs using the correct ABCD method:
Given a list of 35 chemical elements, the high school chemistry learner must be able to recall and write the valences of at least 30.
Given a sheet of all randomly ordered single phonemes, vowel digraphs and consonant blends, the first grade student will say the sounds at a rate of 60 sounds per minute with no errors by June 2001.
Given all first and second grade level sight words from the Dolch sight word list, the second grade student will say the sight words at a rate of 60 per minute with no errors by September 2001.
The following are NOT measureable objectives:
The following are NOT observable or measurable objectives
Appreciate the beauty of a circuit
Really understand relativity theory
Be familiar with the law
Understand the process of osmosis
Enjoy speaking French
Change the spark plugs on an engine
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