What is the primary purpose of conducting a Needs Analysis? - answer-To gather initial information about a population that will provide data that can help in making decisions about how to solve a problem. It gives us information at the beginning of the effort to tell us what is needed to improve pe...
What is the primary purpose of conducting a Needs Analysis? - answer-To gather initial
information about a population that will provide data that can help in making decisions about
how to solve a problem. It gives us information at the beginning of the effort to tell us what is
needed to improve performance.
Who are the people you would ask to participate in a focus group and why? - answer-Students-
they are the ones who the problem is ultimately affecting and you can gather information on
their attitudes
Teachers-They are the ones that implement instruction and can give information about what
works and what does not work.
Administrators-Can provide information on what parents share with them as issues and
struggles students have across the board academically, not in just one class.
Parents-can speak into attitudes on work completion at home and what obstacles are prevalent.
Will an interview ever have more than one respondent? - answer-Yes, it is important to find out
information from multiple perspectives so that you can gain better insight into the needs of your
students.
What are the four components of a complete goal statement? - answer-1. The learners 2. What
Learners will be able to do in the performance context 3. The performance context in which the
skills will be applied 4. The tools that will be available to the learners in the performance context.
Why do we write goal statements? - answer-Goal statements are written so that the effect of the
implemented instruction that will take place can be measured against specific outcomes with
specific circumstances and tools that are available to the learners.
What is the value of conducting a Learner Analysis? - answer-Learner Analysis helps us shape
our instruction and also how the instruction is delivered, accounting for the specific grouping of
learners that we will have. This can also determine what instructional strategies should be used
and if the strategies should be behavioral, cognitive, or constructivism based.
Why is it important to identify entry-level skills? - answer-It is important to identify entry-level
skills since new learning will be built upon the foundations of what students already know in
relation to the content. If misconceptions are present, then the new learning will be built upon
the misconceptions.
Which type of assessment measures entry-level skills? - answer-Interviewing your target
learners, and/or supervisors. Giving a pretest with problems that determine mastery of a certain
skill or skillset.
, Why is it important to measure prior knowledge? - answer-It is so important to measure prior
knowledge since learners build new learning upon whatever knowledge they currently have.
This has implications on whether or not the new learning will meet the instructional goal since
new learning on a misconception could very well be different from the goal.
Which type of assessment measures prior knowledge? - answer-Interview target learners and/or
supervisors. Observe other teachers in the content area in a performance setting. Use a pretest
such as the one used to determine skills.
What is a task analysis (goal analysis/instructional analysis)? - answer-Task analysis is the
collection of procedures for defining the content of an instructional unit. It Identifies the content
required to solve the performance problem. Subtle steps that are needed to solve the problem
are more easily identified since the analysis is step by step. And during the process the task
designer has an opportunity to look through the lens of the learner themselves, and ultimately
design instruction around what works for those learners.
What are the parts of Mager's three-part performance objectives? Give an example of each. -
answer-1. The first part describes the skill identified in the instructional analysis, describing what
the learner will be able to do. BEHAVIOR
"identify the location of a point on the scale in decimal form by estimating between 2 tenth
divisions to the nearest hundredth."
2. The second part of an objective describes the prevailing conditions while a learner carries out
the task. CONDITION
"given a scale marked off in tenths."
3. The third part of an objective describes the criteria to be used to evaluate learner
performance. CRITERIA
"report the reading to within ±.01 units."
Examples:
1. In a workteam meeting (CN), manage the line of discussion (B) so the meeting stays on track
(CR).
2. Using a web search engine (CN), use Boolean operators (B) to narrow the number of relevant
hits by half (CR).
3. From memory (CN), describe the emergency response procedure when a gas detection
indictor goes off (B), exactly as detailed in the company policy manual (CR).
Is a "measurable action verb" a condition, behavior or criteria (which type of performance
objective?) - answer-Behavior
Is a "minimum level of mastery" a condition, behavior or criteria (which type of performance
objective?) - answer-criteria
Is a "parameters for behavior and/or resources needed for performance" a condition, behavior
or criteria (which type of performance objective?) - answer-condition
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