Task Analysis

1. Task Analysis • Wigging & McTighe (2005) call this Unpacking • Others call it content or task analysis. • Know that we will use these terms interchangeably.

2. Why use task analysis? • Have you ever tried to respond to something the instructor asks you to do but you have difficulty doing the task or reaching the understanding because you aren’t clear about the expectation? • You probably feel that way about task analysis at this point. I haven’t yet fully defined what you need to do.

3. What is task analysis? Let’s start with what task analysis is not. • Task analysis is not a single, correct process. • Task analysis is not a recipe for teaching specific content. • Task analysis need not be daunting.

4. Defining Task Analysis • Task analysis is a way of thinking about content. • Task analysis allows us to examine the structure of the knowledge we are asking students to learn. • Task analysis divides a goal or objective into its component parts. • Task analysis helps define the nature of the task you wish students to master. For a good short explanation of task analysis follow this link http://www.ehhs.cmich.edu/~rmscott/Lesson4.html

5. Types of Task Analysis • Cluster Analysis • Hierarchical Analysis • Procedural Analysis • Information Processing Analysis Cluster, Hierarchical, Informational Processing, and Procedural Analysis provide sufficient models for our purposes, i.e. understanding what we have asked students to accomplish. There are other types of task analysis, but these four are the work horses for education.

6. Picking a Method of Analysis The first step in task analysis is deciding what kind of information you are asking students to master. See Gagne’, Wiggins & McTighe, or Bloom

7. Cluster or Elaboration Analysis • Cluster Analysis is used with verbal information that has no requirement for a specific order. • Example: Cluster Analysis

8. Cluster Analysis

9. Hierarchical Analysis Use hierarchical analysis when information depends on previous learning or the performance of specific tasks. Example: http://www.edtech.vt.edu/edtech/id/assess/intskills.html

10. Procedural Task Analysis • Procedural analysis is used for intellectual skills, motor skills, cognitive strategies, and behavior components of attitudes. • For a fuller explanation and an example click on the link. http://classweb.gmu.edu/ndabbagh/Resources/Resources2/procedural_analysis.htm

11. Information Processing Analysis • When learners are required to apply their own knowledge, experiences, and thinking to the process of learning an information processing analysis is in order. • Click on the link for more information. http://classweb.gmu.edu/ndabbagh/Resources/IDKB/info_processing.htm

12. Goals & Objectives Goals are broad and overarching. Goals are stated in terms of the learner – • The learner . . . • Doing something explicit . . . • With designated content . . . http://www.edtech.vt.edu/edtech/id/assess/domains.html

13. Objectives Learning objectives include the elements of a goal as well as the conditions that represent success. For a good tutorial on writing objectives follow the link http://www.e-learningguru.com/articles/art3_4.htm