attitudes. In the design phase, use this task list and the task analysis to develop LOs for the course. LOs should be stated in terms of what the students must be able to do at the completion of training. Ensure that LOs are developed to fully support all the knowledge, skill, and attitude requirements between the students’ entry-level baseline and the mastery level identified for the training program. A LO is a precise statement of the capability (KSA) a student is expected to demonstrate, the condition under which the KSA is to be exhibited, and the standard of
acceptable performance. Some projects involve the development of new LOs with an existing task list. In this situation, a learning analysis should be conducted to ensure a complete list of KSAs. When a course is being converted, from traditional classroom instruction to an electronic
Construct Learning Analysis Heirarchy Identify Prerequisite Requirements Review Existing Materials Develop Test Items Determine Instructional Strategies Select Instructional Methods Selection of Media Analyze Resource Requirements/ Constraints Develop Learning Objectives Categorize Learning Objectives by Type of Learning Update ISD/SAT Evaluation Plan Design Lessons Update Management Strategies
media format, it is essential to ensure the LOs and instructional strategies are developed to reflect the job task environment. The goal is to "train as you fight".
7.2.1 Purpose. LOs serve several purposes. Some examples are shown below: a. For instructional developers, the LO will:
(1) Provide a basis for test item development.
(2) Allow for selection of the most appropriate training strategies. (3) Structure events and activities to support learning.
(4) Supports final selection of appropriate and cost efficient methods and media. (5) Supports sequencing of training.
b. For students, the LO will:
(1) Direct attention to the important content.
(2) Communicate standard of performance expected following the training. (3) Serve as a self-check for progress.
7.2.2 Other terms for LOs. There are many terms used that mean the same thing as LOs. Regardless of what they are called, they are all LOs. The following terms are at times used to refer to LOs: a. Performance objectives. b. Behavioral objectives. c. Instructional objectives. d. Training objectives. e. Criterion objectives. f. Knowledge objectives.
7.2.3 Examples of LOs. Some examples of LOs are as follows:
a. Given the length of one side of a cube, compute the exact surface area.
b. Using a multimeter and schematic diagram, measure the resistance of a series circuit with no more than 5% error.
7.2.4 Characteristics of LOs. LOs have three parts 1) a behavior, 2) a condition, and 3) a standard. Before starting to develop LOs, become thoroughly familiar with each part of a LO. Familiarity with the different parts will enable the development of better LOs, and thus, better training. LOs should be worded carefully so that all readers or listeners have the same
7.2.4.1 Behavior. The behavior part of the LO states what a student will do to demonstrate that he/she learned a specific knowledge, skill, or attitude. A behavior is defined as a KSA that is observable and measurable. When stating the behavior in a LO, use action verbs to reduce ambiguity. Action verbs are observable and measurable while ambiguous verbs are not. Table 13 provides a job aid for the selection of action verbs for LOs. This table is organized in a
taxonomy according to the type (i.e., knowledge, skill, and attitudes) and learning levels (i.e., fact learning, mechanism, and valuing). The use of standardized, well-defined verbs that provide clarity, will prevent duplicate work and aid in providing quality training. Standardized verbs allow analysts, developers, instructors, and students to understand precisely what the LO means.
7.2.4.1.1 Behavior statements. The behavior statement consists of an action verb, the object to be acted upon, and modifiers as necessary. Whenever possible, the verb should be selected from the Job Aid for Selecting Action Verbs in Table 13. The selection of the correct verb automatically identifies the appropriate learning type and learning level. The behavior must be written in measurable, observable terms so that student performance can be objectively
evaluated. Learn to write the behavior part of a LO so that the tasks to be taught are clearly stated so that everyone (e.g., students, instructors, developers, etc.) knows exactly what must be learned by the students. The following are examples of behavior statements:
a. Compute the surface of the sphere to the second decimal point. b. Calculate amount owed from the last fiscal quarter.
c. Measure the resistance of a series circuit. d. Identify photographs of threat aircraft. e. Disassemble an M-16 rifle.
7.2.4.2 Condition. A thorough understanding of the conditions will help to develop effective LOs. A condition identifies the situation under which a student is expected to
demonstrate a behavior. A properly prepared LO clearly states the limits or conditions of student performance.
7.2.4.2.1 Things to consider. When determining the conditions for the LOs, consider that: a. Conditions should specify the objects, events, human behavior, words, or symbols, which
will be presented to the students.
b. Conditions under which the training is performed should be the same as the actual job conditions, if possible.
c. Conditions should be written with particular care to include, in sufficient detail, any safety, environmental, or Nuclear, Biological, Chemical (NBC) related conditions which apply to the action being developed into a LO.
7.2.4.2.2 Examples of conditions. Condition statements can normally be derived from the task analysis data. The following are some examples of conditions:
a. "Given the diameter of a sphere and the formula, . . ." b. "Using a calculator and debit worksheet, . . ."
c. "Using a multimeter and schematic diagram, . . ." d. "Without reference, . . ."
e. "Under conditions of total darkness, . . ."
7.2.4.3 Standard. The final part of a well prepared LO is a clearly stated standard of
performance. The student's performance will result in an output, the quantity or quality of which is the standard of performance. If no standards were identified in the task analysis data that was previously collected, set standards based on other sources such as experience or similar tasks. A standard defines the criteria for acceptable performance by the student. It is stated in terms such as completeness, accuracy requirements, time constraints, performance rates, and qualitative requirements. It identifies the proficiency the students must achieve when they perform the behavior under the specified conditions. Without a standard, it is impossible to determine when the students have achieved the LO.
7.2.4.3.1 Types of standards. Standards can be classified as one of the following types described in Table 20.
TABLE 20. Types of standards.
TYPE OF STANDARD EXAMPLES
Completeness "……will comply with AFRs and local regulations." Accuracy requirement "……compute the exact surface area of the sphere." Time constraints "……minimum speed of 35 words per minute." Performance rates "……at a minimum of 20 units per day." Qualitative requirements "……to idle smoothly. . ."
7.2.5 Guidelines for developing LOs. The first thing needed in order to develop LOs is the list of tasks (task worksheet) that were developed during task analysis. Effective LOs can be developed by using the task list, a few guidelines, and what has been learned about LOs to this point. If the training task list has been developed in a hierarchical list of KSAs, including learning required to achieve them, a LO is developed for each. It is not necessary to conduct a learning analysis in the development of additional LOs. Guidelines for developing LOs are provided in Table 21.
TABLE 21. Guidelines for developing LOs.
TYPE GUIDELINES
General • Use task descriptions developed during the analysis phase.
• Analyze each task on the task list to determine the number of LOs that are required.
• Document each LO on a worksheet.
• Use learning analysis results to assign knowledge and skills to support each LO and sub-objective.
• Document results on worksheet.
Behavior • Ensure that behavior is the same as that required on the job, if possible. • State the behavior in terms that everyone understands.
• Use an action verb.
• Do not use ambiguous verbs such as "know," "understand," etc. • Use behaviors that are:
•• Observable. •• Measurable. •• Reliable.
•• Verifiable against the task.
Condition • Select conditions that match job conditions as closely as possible. • Ensure that conditions are realistic.
Standard • Use a standard that meets job performance requirements, if possible. • Use a standard that is clear and understood by everyone.
• Use a standard that accurately measures student achievement of the LO. • Ensure that the standard is complete.
• Ensure that the standard is accurate. • Ensure that the standard is achievable.
7.3 Categorize LOs by learning type. Using Table 13, select the appropriate action verb,