A literature review of Mager (1984), Preparing instructional
objectives.
Author: Cheryl Cottle
Date: 8/2/96
© copyright, 1996
INTRODUCTION
This paper examines the use of objectives in the design and
implementation of a delivery system. The performance objectives model
defined by Mager (1984) is used as the paradigm to definite performance
objectives in an instructional program. Mager (1984) objective paradigm
includes the following characteristics, performance, conditions and
criterion. These three characteristics of an objectives communicate the
intended performance clearly enough to preclude misinterpretation (Mager,
1984).
SUMMARY
Objectives are useful tools in the design, implementation and
evaluation of an instructional program. They are useful in pointing to the
content and procedures that will lead to useful instruction, in helping to
manage the instructional process itself, and in helping to prepare the
means of finding out whether the instruction is successful (Mager, 1984).
Further, an objective communicates an intended instructional result to the
readers, and is useful to the extent that it conveys to others a picture
of what a successful learner will be able to do that is identical to the
picture the objective writer has in mind and which allows us to make the
largest number of decisions relevant to its achievement and measurement
(Mager, 1984). Mager (1984) posits that a meaningful stated objective is
one that succeeds in communicating the designer's intent; the best
statement is the one that excludes the greatest number of possible
meanings other than the intent. To convey the exact intent of the
instructional package, Mager (1984) recommends that the following format
should be used. To make an objective communicate an intent, three
characteristics are included. The characteristics identified by Mager
(1984) answers the questions: (1) What should the learner be able to do?
(2) Under what conditions do you want the learner to be able to do it? (3)
How well must it be done? The characteristics of each aspect of Mager,
(1987) model of an objective is elaborated on, below.
Performance: An objective always says what a learner is expected
to be
able to do; the objective sometimes describes the product or result of the
doing.
Conditions: An objective always describes the important conditions
(if any) under which the performance is to occur.
Criteria: Whatever possible, an objective describes the
criterion of
acceptable performance by describing how well the learner must perform in
order to be considered acceptable (Mager, 1984).
In sum, objectives are clear and communicate what the designer want to say
about the instructional intents are (Mager, 1984).
DESIGN CRITERIA
In defining objectives to facilitate an instructional program, other
design criteria are taken into consideration. They include, the content
of the instruction, the behavioural objective of the instructional
program, level of instruction, the entry level behaviour of learners, and
other characteristics of the learner.
RATIONALE
The formulation of objectives are dependent on the content of the
instruction. If, for example the content include informational material
to be learnt, or if it is strictly based on skills development or if it is
a combination of both, the method of instruction will vary. It will
include a delivery system that is based on instructor-led instruction or
programme instruction, simulation, modeling or role play and or
instructor-led instruction or programme instruction and roleplay, modeling
or simulation consecutively. In any of the case scenario identified, the
objectives can be different. In the design of an instructional program,
the strategies and techniques are identified during the design phase of
the instruction, and in order to do so it is important to be able to
identify the objective to be achieved. The objectives also bear a close
correlation to the behavioural objective; the success of the behavioural
objective is measured by the objectives; what the learner is able to do or
achieve after the training. To ensure that the behavioral goal is
achieved, the success or failure of the objectives are used. Objectives
are used to facilitate any revision process that may have to be
implemented to redesign the program to meet its intended goal. The level
of instruction, and age of the target audience also impinge on the
objectives. However, in any design program these two indices should
always be included as well as other characteristic of learners to ensure
that the instruction is design to meet a specific audience with the
specific background. The objectives further help to validate and make
reliable the instructional material and testing procedure that is
delivered.
REFERENCE: Mager, Robert F. (1984). Preparing Instructional
Objectives. California: David S. Lake Publishers.
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