Conducting A Goal Analysis
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afiqahConducting A Goal Analysis
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afiqahChapter 3:
CONDUCTING A GOAL ANALYSIS
PREPARED BY :
NURFARAHIN AFINA BT FADZIL |2015617146
NURUL AISYAH MUNIRAH BT A. RAHIM |2015460958
CONDUCT DEVELOP &
REVISE
INSTRUCTIONAL SELECT INST.
INSTRUCTION
ANALYSIS MATERIALS
DESIGN &
IDENTIFY WRITE DEVELOP DEVELOP CONDUCT
INSTRUCTIONAL PERFORMANCE ASSESSMENT INSTRUCTIONAL FORMATIVE
GOALS OBJECTIVES INSTRUMENTS STRATEGY EVALUATION
OF INST.
ANALYZE DESIGN &
LEARNERS AND CONDUCT
CONTEXTS SUMMATIVE
EVALUATION
★ Classify instructional goals
according to the domains.
OBJECTIVES ★ Perform a goal analysis to
identify major steps
required to accomplish an
instructional goal.
OVERVIEW
● INSTRUCTIONAL ANALYSIS :
○ 2nd steps of the Dick & Carey Model.
○ A set of procedures ; when applied to an instructional goal, results in the
identification of the relevant steps for performing a goal & the subordinates skills
required for a student to achieve their goals (Dick & Carey)
○ perform s somewhat of a “Double check’ with the goal statement to make sure that it
is very distinct and clear.
● Major purpose ● Two major substeps
○ Identify the skills and knowledge ○ How the designer determines the
that should be included in the major components of the
instructions instructional goal through the
○ It is relatively complex use of goal analysis (will be
○ Therefore, it is separated into discussed in this chapter).
two major substeps ○ Describe how each steps in the
goal can be further analyzed to
identify subordinate skills.
● Found that ID students much more successful doing the subskills analysis if they have
already worked their way through successful goal analysis.
● Total process = instructional analysis.
What exactly would learners be doing if they were demonstrating that they already
could perform the goal?
● Asking question in this way is in sharp contrast
○ To creating instructional by ;
■ Identifying topics/content areas
■ Determine what information should be included based on current views of SMEs
● SMEs approach = stressed on knowing.
● ID approach = stressed on doing.
★ Goal Analysis
○ Verbal Information
CONCEPTS ○ Intellectual Skills
○ Psychomotor Skills
○ Attitudes
○ Cognitive Strategies
Goals analysis
● 2 fundamental steps
○ Classify the goal statements according to the kind of learning that will occur.
■ [different categories of learning - domains of learning]
○ Identify & sequence the major steps required to perform the goal.
● Each of goals - might serve as the starting point for an instructional program.
● Need to determine what skills must be learned to achieve the goals
○ Categorize the goal into one of Gagne’s (1985) domain of learning.
○ Each goal need to be classified into one of the domains.
● Only one answer for each question
● There is only one basic way to ask each
question
● No symbolic manipulation
○ No problem-solving/rule applying
Verbal information
● Requires learners to provide specific
answer for specific questions.
● Can spot a verbal information goal by the
verb used
● Learner must state, list or describe
something and assumed that ‘something
will be taught in the instruction.
● Learner need to remember the
information for the test.
Intellectual skills
● Problem - solving task ● Requires learner to manipulate symbolic
● Require the learners to do some cognitive information.
activity ● E.g
○ Able to solve a problem/ perform an ○ Being able to apply the rule for
activity with previously computing sales tax
unencountered info/ examples. ○ Being able to classify a variety of
● Three common types creatures as either
○ Forming concepts mammals/reptiles
○ Applying rules ● Learning concepts essentially
○ Solving problems ○ Able to classify examples as being a
● Learner can classify things according to part of concept or not.
labels and characteristics. ● Concepts are combined to produce rules.
● Can select & apply a variety of rules in ● The rule shows that the relationship among
order to solve problems the concepts.
● The knowledge of the rule ●
○ Tested by giving the learner a ■ Details about situation
variety of values for a & b and asking ■ Suggestions of what rules
for the value of c. ■ concepts that might apply
● The learner need to follow a series of steps ■ Indication of the
to produce the correct answer. characteristics of the solution.
● The highest level of intellectual skill = ● Ill-structured
problems solving ○ Not all data required for solution are
● 2 types of problems : available
○ Well-structured ○ The nature of the goal is not clear
○ Ill-structured ○ Multiple processes can be used
● Well-structured ○ No solution is considered the correct
○ Considered to be an application one.
problem.
○ Usually the learner will be given
● Equipment must be manipulated in a
very spesific way to successfully
produce a quality video image..
● The characteristics
○ The learner must execute muscular
actions
Psychomotor skills ●
○ With /without equipment
there may be a great deal of mental
or cognitive activity that must
Involves the coordination of mental and physical accompany the motor activity.
activity. ● For purposes of instructional
analysis, learner must
○ Learn to execute new
○ Nontrivial skills
○ Performance
● Learners would choose to make lifestyle
decisions that reflects a positive lifelong
concern for their health.
● Determine whether the learners will have
a choice to make and whether the goal
indicates the direction in which the
Attitudes
decision is to be influenced.
● Probably not able to achieved at the end
of the instrucition.
● Quite often long-term goals that are
The tendency to make particular choices or extremely important but difficult to
decisions. evaluate in the short term.
● One way to determine whether the
learner managed to achieve attituditinal
goal
○ Having them do something
Cognitive strategies
● For completeness and to avoid confusion.
● Purposes cognitive strategies can be treated as in a manner similar to ill-structured
problem solving and taught as intellectual skills.
● The meta processes that we use to manage the way we think about things
● Ensure our own learning
● Some strategies are straightforward
● Complex cognitive strategies - figuring out how to
○ Organize
○ Cluster
○ Remember
○ Apply new information.
