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I think performance objectives should be used! They help keep instructors on track (by making sure their students can actually do something with their instruction), show CAO's what courses are teaching, and also, at least for adult education, allow adult learners to see what they will be learning in a course.

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In my opinion, performance objectives are a good method of developing assessment and making it absolutely clear what learners need to and will be able to do. However, the objectives I've seen on syllabi in previous classes have been more general objectives, so I'm wondering if performance objectives are more for the instructor's benefit in designing the course, rather than something explicitly stated to the learners.

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Performance Objectives make the learner actually do something. They need to show their learning. On the previous page, we all "performed" our learning by writing an objective. Although there are certainly times when a performance objective doesn't seem to fit, I think it can really be beneficial for the person teaching to course to really see if students are grasping the concepts and ideas.

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I think performance objectives are necessary for course designers to select contents, choose appropriate instructional approach, make learners aware of self-evaluation, and evaluate learners' success. However, performance objectives may trick learners into meeting the minimum requirements, not challenging them to go further than what is required. Also, performance objectives may not be easy to map out, especially for courses that are not specific such as Social Justice, Multicultural perspectives. In such courses, performance objectives are often up to learners' choice.

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I believe performance objectives need to be used in describing outcomes or success, so that the learner know where they are aiming, and how they will know when they have achieved success. In adult education, most learners have choices and other demands on their mental resources. The more specifically the criteria for success are defined, the greater satisfaction and motivation I believe an adult learning will have. M

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Performance objectives can be quite useful in providing clarity for both the instructional designer and the student.  They are relevant to one of the characteristics of an adult learner- goal oriented.  Yet when I consider the types of learning (cognitive, affective and Psychomotor domains) it seems more challenging to create a performance objective for the affective domain.

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I think performance objectives should be used. I think holding the instructor and student accountable to having the student learn the material would be beneficial to the student. Of course, there will be times or courses when you can't make performance objectives. There are some pretty good posts on this board that does not think performance objectives are a good idea. They make good points but I do think they need to be used as much as possible. Performance objectives do a great job of delivering a clear message and holding both the student and instructor accountable to learning the material.

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I think performance objectives are beneficial in many academic & work settings. For instance, if instructors use POs in the ESL classroom, students will be able to use more target languages and have more chances to interact with peers. It would be more helpful for both students and teachers to achieve their goals and learning objectives since POs are more specific than GOs. Learners could also be more motivated and encouraged in the class with measurable outcomes.

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I think PO's could be a very good idea. With anything in life if you look at the overall goal (GO) it can be overwhelming. If you provide POs it can give the student or worker and opportunity to complete smaller tasks and not be so overwhelmed.

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I think it depends on the course and how important the performance objectives need to be - for instance if someone is learning to fly a plane then the course design should have rigid performance objectives because safety is a huge issue and you cannot allow for your own interpretation. As for other courses, they performance objectives can there but can be a little more open to interpretation of a balance of the instructor needs and the needs of the student.

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I could see a possible danger with performance objectives being that while they could be very clearly written, it might be hard for students to link them in practice to their corresponding general objectives and course goals.  The video above lists a possible performance objective as the completion of a task such as learning how to write a letter on Word. If we as instructors cannot link the completion of performance objective tasks to their overarching course goals during instruction, then all we have had our students learn is that base Foundational Knowledge that Fink agrees is important for Significant Learning. It is important to reassess, after completion of performance objectives in class, whether these objectives are helping engage students in learning experiences that will help them relate class material to the experiences they will acquire after completion of their course.

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I think performance objectives should be used. They are a way in which to further define GOs and make reaching them feel more attainable for learners. GOs are broad enough to contain multiple tasks or steps, and I like that POs are straightforward, defined and observable behaviors that can confirm learning for both students and instructors. POs help instructors see whether students are achieving specific competencies, and may be motivating for learners. The video provided a technology course as an example, and I think it's a very clear representation. If a class is to be learner-centered, the instructor would need to know who is able to complete specific tasks before moving on to others. At the same time, learners may be excited to see a concrete result of their learning and gain confidence to continue in the course.

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What others have said about the advantages of performance objectives (e.g. helps to focus the learning, teacher and student knows exactly what needs to be done, allows for evaluation to be carried out, etc.) is correct and I agree. However, some times the best and most imaginative learning happens through discovery and curiosity, and it may be that PO's could impede that creativity inherent in people, especially when there is a condition attached to it. I think they have their place, but I think there are area of learning that would do well without them. For example, a free writing class, or the use of writing in order to get students to be deep thinkers. Maybe as Mager said there are ways to make "invisible" PO's measurable. I'm kind of wrestling with the idea.

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Thank you for your comments! I also sometimes wonder if students might find PO's limiting or demotivating. For example, what if they reach the threshold set and then accept that it's good enough. I wonder what it would look like for students develop POs individually rather than being dictated by the instructor-- would this be an effective way to differentiate instruction?

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I believe that PO's should be used and considered in the course design process.  My main concern with PO's is the simplification of learning, which has been articulated throughout discussions regarding PO's.  Learning goals and objectives should yield data that is beneficial for both instructors and learners in improving both teaching and learning.  PO are a great avenue for creating these objectives.  However, a strict focus on PO's (particularly ones that are created in isolation from the instructors) can yield to a simplification of learning in many cases.  I believe that when considered carefully and holistically, PO are a great addition to course design, particularly in the alignment of learning objectives to assessment design.

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I think POs help both the student and the instructor know what they need to do in order to have reached the goals of the course. It seems to me that writing POs would help the instructor choose what content/instructional method to use during the course. And, if shared with the student, POs would give the students a clearer understanding of what to study or how to study.

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I find performance objectives useful but only when it is clear what the performance or doing part is. If a performance objectives does not clearly state what the doing part is there isn't a way to demonstrate achievement of the objective and should be re-worked or taken out. I also agree with Danika's statement about being careful not to discourage learners with language associated with performance so outcomes might be an approach to consider as a way to inform assessment.

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A performance objective: LWBAT eat daily 1 red, 1 green, and 1 yellow vegetable versus eat vegetables daily clearly gives different results. The learner measures their ability more accurately when specific details guide course of action. Also, detailed objectives provide greater accuracy in outcome results.

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Performance objectives help students understand explicitly how to perform the general objective, thus trickling down to meeting the goals of the course that the instructional designer is aiming for. As a student that enjoys clarity and explicit policies/rules, I would find the absence of performance objectives very challenging!  Having explicit performance objectives could reduce the amount of confusion with expectations for the course, and thus less emails, student questions, and overall dissatisfaction with the course. With performance objectives, students know what the instructor is expecting, and vice versa, the instructor knows what to expect from their students!

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I think performance objectives are indispensable for effective learning and teaching. This is because specificity of performance objectives, which explain what students are expected to do during the class and will be able to do after attending the class, gives a clear guideline to both teachers and students about areas that they need to focus on. Also, performance objectives give clear ideas and directions on evaluation by giving information as for on which areas and with which evaluation tools and instruments students should be evaluated to see whether they accomplished performance objectives.

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I beleive that we should use performance objectives. They're helpful in many ways, students can understand what would expected from them to do, teachers will have an outline of who among they're students achived this objective by completing the desired outcome.

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I think we should use performance objectives. Performance objective determines what learners are expected to do, how and under which condition learners will perform the outcomes, and what is the level of competence learners are supposed to reach. Performance objectives support instructors ensure that the learners are learning what they need to learn, and identify the areas that need work based on learners' performance level. So instructors can work on the area that needs solve to enhance learners' performance.

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I love performance objectives because they explicitly state what a student needs to know and do to achieve objectives and goals. For me, it's a really organized way (almost like a checklist) to make sure that I've covered everything I need to teach and that my students can demonstrate their understanding. If students can't demonstrate their understanding for a particular objective, I know exactly where the problem is and where I need to refocus my attention so that my students achieve understanding.

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Using performance objectives can show the students very clearly what the outcome of the activity should look like. This can be guiding in a positive way for some students. However, I also see that this could seem like pressure to some students. If they know what they are explicitly supposed to achieve, they might get discouraged along the way if they see that they are not perfectly aligned with the plan.