Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
WEEK #4 Performance Objectives Agenda for Today Learned capabilities, goals, & performance objectives Instructions for Proposal Project Demo Instructions for Website Evaluation Project Gagne’s Five Learned Capabilities Motor skills Attitudes Verbal information Cognitive strategy Intellectual skills Motor skills Bodily movements involving muscular activity Starting a car, shooting a target, swinging a golf club, rope jumping, handwriting alphabets Attitudes An internal state which affects an individual's choice of action toward some object, person, or event. Choosing to visit an art museum, choosing to read a science fiction, choosing to become a vegetarian Verbal information Labels and facts Naming or making a verbal response to a specific input Naming objects, people, or events; recalling a person's birthday or hobbies; stating the capitals of the United States Body of information Recalling a large body of interconnected facts Paraphrasing the meaning of textual materials or stating rules and regulations; paraphrasing the meaning of textual materials; stating rules and regulations. Cognitive Strategy An internal process by which the learner controls his/her own ways of thinking and learning Engaging in self-testing to decide how much study is needed; knowing what sorts of questions to ask to best define a domain of knowledge; ability to form a mental model of the problem. Intellectual Skills Discrimination Concrete concept Rule using Problem solving Intellectual Skills- Discrimination Seeing the essential differences between inputs and responding differently to each. Example: Distinguishing yellow finches from house finches on the basis of markings; having to tell the differences between gauges on an instrument panel. Intellectual Skills- Concrete Concept Responding in a single way to all members of a particular class of observable events. Seeing the essential similarity among a class of objects, people, or events, which calls for a single response. Example: Classifying music as jazz, country western, rock, etc.; saying "round upon seeing a manhole cover, a penny, and the moon. Intellectual Skills- Rule Using Applying a rule to a given situation or condition by responding to a class of inputs with a class of actions. Relating two or more simpler concepts in the particular manner of a rule. A rule states the relationship among concepts. Examples: It is helpful to think of rules or principles as "if-then" statements. "If a task is a procedure, then use flowcharting to analyze the task." "If you can convert a statement into an 'if-then' statement, then it is a rule or principle." Intellectual Skills- Problem-Solving Combining lower level rules to solve problems in a situation never encountered by the person solving the problem. May involve generating new rules which receive trial and error use until the one that solves the problem is found. Goals Goals are broad statements of desired end results. Goals are the first part of a planning, and must be followed by performance objectives. To reach a goal, there are steps that need to be climbed. Performance Objectives An objective clearly and simply states what the learner will be able to do as a result of participating in the instructional program (focus on the “after”) Clear statements of instructional intent Effective objectives are measured and observable. Avoid objectives that aim to improve an internal state of mind; for example – to “understand”or to “know” are not measurable or observable. Action Verbs Use Explain Label Demonstrate Diagram Evaluate Inspect List Prepare Complete Assemble Organize Sell Analyze Conduct Five Elements of Performance Objectives A context (情境) A learning verb (學習能力動詞) Target (對象/目標) An action verb (動作動詞) Tools, limitations, conditions (工具,限制,特定狀況) Example1 {context} 提供一片新鮮的牛肉做為參考, {learning verb} 辨識{target} 新鮮牛肉及瀕於腐爛 牛肉的味道,{action verb}以指出他們味道的異同 Intellectual Skill- Discrimination Example 2 {context} 當同儕之間正在使用有害毒品,如有供 應時,{learning verb} 會選擇{action verb}拒絕毒品. Attitude Example 3 {context} 離開三公尺長的木板{limitation}用平順 和持續的動作,且只能以少量水花{action verb}垂 直跳入水中{learning verb}去實施{目標}軀體跳水 Four Elements of Performance Objectives Condition Person The Person refers to who is the person or persons that will be doing the task. Performance The Condition refers to the point with which a student is to be evaluated. The Performance refers to what the person is expected to do, (the action). Criteria (or Criterion) The Criteria refers to what level or degree the task is to be done. Example 1 The Condition: While completing this workshop The Person is: the 11th graders The Performance: are able to identify the four parts of an instructional performance objective and list performance objectives The Criteria is: properly