USING OBJECTIVE IN INSTRUCTIONAL PLANNING When instructional objectives are defined in the manner described here, they reveal

the fine graned nature of the instructional process. As a consequence, the quantity of individual objectives aplicable to a course of instruction usually numbers in the hundreds. There may be scores objectives or the single topic of a course, and several for each individual lesson. The instructional designer employ these objectives in this

development of topics, course, or cucrricula. Objective and Instruction Having the determined the categories of lessons objectives, the designer will be able to make decisions about following matter: Whether an original intention about lessons purpose has been over looked, or inadequently represented. Whether the lesson has a suitable balance of expected outcomes, and Whether the approach to instruction is matched to the type of objective in each case. The systematic design of lessons making up a topic or course will result in the

development of a sizeable collections of statements of objectives. The instructional materials available to the teacher may identify the objectives of the lesson directly. More frequently, the teacher may need to : Infer what tthe objectives are, and Design the lesson so that the objectives represented in the textbook are suplemented by others. For purposes of planning effective instruction, the determination of categories of expected learning outcomes is as important to the teacher as it is to the design team. Objectives and Assesment The list of individual objectives which are developed in a systematic design effort have second use. Descriptions of objectives are descriptions of what must be observed in order to verify that the desired learning has taken place. Consequently

statements objectives have direct implications for assessing the student learning. The teacher may use objective statement to design situations within which student performance can be observed. Consider the objective : Given a terrain map of the united states and information about prevailing winds, demonstrates the locations of regions of heavy rainfall by shanding the map (applying rule). This description more or less directly described the situation which can be used by teacher to verify that the desired learning has taken take place. A students or a group of students could be supplied with terrain maps. Prevailing wind information, and asked to perform this task. The resulting records of their performances uold serve as an assesment of their learning of the appropriate rule. Statements of objectives can serve as bases for development of teacher made test. These in turn may be employed for formal kinds of assesment of student performance, when considered desirable by the teacher. Alternately, they can be used as self-tests which student employ when engaging in individual study or selfinstruction. SUMMARY The identification and definition of performance objectives is an important step in the design of instruction. Objectives seerve as guidenlines for developing the instruction, and for designing measures of student performance to determine whether the course objectives have been reached. The aims of instruction are frequently formulated as a set of purposes for a course. These purposes are futher refined and converted to optional terms by the process of defining the ferformance objectives. These describe the planned outcomes of

instruction, and tthey are the basis for evaluating the success of the instruction in terms of its intended outcomes. This chapter has presented a five component guide to the writing of performance objectives. The five elements named were : situation, learn capability, object, action, and tools or other constraints. The kinds of performance objectives described for tthe various categories of learned capabilities play an essential role in the method of instructional design presented.