ID 553 - Module 3: Examining the Situation: Learner and Task Analysis

Assignment 6: Task Analysis

Assignment75 points

Conduct and report a task analysis for one instructional goal from your course design project.

Requirements

  1. Goal statement. One sentence describing what learners will be able to do, in what context, to what standard.
  2. Classification. Classify the goal using Gagne's outcome types and justify the classification. If the goal combines types, say which dominates and where the others appear.
  3. Decomposition. Use the method that matches the outcome type (procedural, hierarchical, cluster, or a combination) to at least three levels. Represent it as a flowchart, tree diagram, or structured table. Number every element. Include decisions, branch points, and common errors.
  4. Entry-skill line. Mark where instruction begins, and justify the line with findings from your learner analysis (Assignment 5). If your learners split into subgroups with different entry skills, show both lines.
  5. Verification. Have at least one person who performs the task review the analysis. Report what they added, removed, or corrected. If you used any cognitive task analysis technique (a narrated critical incident, a think-aloud), describe it.
  6. Reflection. In one paragraph, describe what the analysis revealed that you would not have taught if you had designed from your own knowledge of the topic.

Length. The diagram or table plus 800 to 1,200 words of narrative.

Submission

PDF or Google Doc link. Diagrams may be hand-drawn and photographed if legible. APA 7. AI-use disclosure if applicable.

Rubric (75 points)

CriterionExemplaryProficientDevelopingBeginning
Goal and classification (10)Goal is a performance with context and standard; classification justified with reference to Gagne (9 to 10)Clear goal; classification stated (7 to 8)Goal is a topic, or classification missing (4 to 6)Unclear (0 to 3)
Decomposition (30)Correct method; three or more levels; decisions, branches, and errors explicit; elements numbered; a novice could perform the goal from it (27 to 30)Correct method; three levels; some branches or errors missing (21 to 26)Too shallow or wrong method; steps are topics (14 to 20)Incomplete (0 to 13)
Entry-skill line (10)Placed and justified from Assignment 5 data; subgroups handled (9 to 10)Placed and justified generally (7 to 8)Placed without justification (4 to 6)Missing (0 to 3)
Verification (15)Performer review reported with specific changes; CTA technique described if used (14 to 15)Review reported briefly (11 to 13)Review claimed, no detail (7 to 10)No review (0 to 6)
Reflection (5)Specific, insightful (5)Present (4)General (2 to 3)Missing (0 to 1)
Presentation and APA (5)Legible, numbered, correct APA (5)Minor issues (4)Several (2 to 3)Many (0 to 1)