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:http://edtech2.tennessee.edu/projects/bobannon/writing_objectives.html
http://web.mnstate.edu/instrtech/SCModules/TutorialWritingObjectives/index.html 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 (PBOs) – address the question, How well should the performance be done? and [the performance] should always be measurable The suggestion for writing PBOs 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 youre 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
(Available: www.assessment.gatech.edu/eWorkshops/writing\%20instructional\%20objectives\%20version\%)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 engineThe learning objective that will be written for this summary is predicated upon the ABCD methodology wherein the writer of the learning objective must consider the audience, behavior, condition, and degree of learning that will be assessed by the performance based learning objective. What will be learned must first be considered and in my learning objective, the personality traits of different characters in a piece of literature that involves different cartoon characters must be identified by the student. Their performance will be predicated upon their ability to combine these traits together into a composite character. The quality of the required level of performance will be predicated upon the students ability to develop a short storyboard for a cartoon based on identifying at least 3 of the 5 major personality traits of the short story. 1. Audience (A) is the student.
2. Behavior (B) – students must list five major personality traits of each of the two characters in the classroom literature, subsequently combine these traits using either the method that melds traits together, multiplies complimentary traits together, or negates opposing traits into a composite character.
3. Condition (C) – Given two cartoon characters of the students choice from the literature.
4. Degree (D) – The final degree of competency is when students develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three of the five major personality traits of the composite character.
Given two cartoon characters of the students choice, The performance based learning objective will require (Audience) the student to exhibit the following (Behavior): wherein they must list five major personality traits of each of the two characters, combine these traits with the aforementioned methods in 2.(Behavior) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon D: that illustrates three to five of the major personality traits of the composite character.
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