Mager: More info

Robert Mager's Guideline: More Explanation

Mager's guideline is probably one of the most widely used instruction on writing measurable objectives. Mager (1984) suggested three elements--performance, criterion, and condition--to be included in an objective.

Performance informs what learners will be able to do specifically at the end of instruction. A performance may address the cognitive domain (thinking abilities), affective domain (emotions, feelings, and choices), or psychomotor domain (physical movements). Performance consists of an action verb(s), which is accompanied by a clear, focused object(s). Examples of performances are: Recall functions of the gall bladder or analyze a domestic-abuse case study. Notice that these performances have a specific, focused object—gall bladder functions (not heart functions) and domestic-abuse case study (not desperate housewife case study). An action verb (recall and analyze) is also used in writing the performances. These verbs (e.g., name, analyze, evaluate, discriminate, differentiate, identify, etc.) are recommended because they allow instructors to easily observe a success or failure of student learning of task. For example, if a student can name an object, it means that she/he can recall the information. If the same student can break the concepts apart and understand their interrelationships, it means that she/he can analyze the information. Other verbs such as learn, know, understand, or study is a vague verb and should not be used in writing an objective. It is difficult, if not impossible, to measure and/or observe a success or failure of learning. For example, the verb “learn” could mean many things—recall information, analyze a case, evaluate a situation, choose to do certain things, or type on a computer keyboard. Therefore, performance needs to be clear and specific. To sum up, performance uses an action verb(s) and includes a clear object(s).
Criterion is a performance standard specified by the instructor or program. An example of a criterion includes: at 90% accuracy, eight out of ten questions, without an error, or with .5 margin error. A criterion adds a standard for evaluation to make performance even more measurable. One example above is: Recall functions of the gall bladder. This performance lacks a clear criterion. We do not know how many functions students need to be able to recall exactly to be considered meeting the standard. Therefore, it needs a clear criterion, which reads as Recall five functions of the gall bladder. If a student can recall up to five functions or more, she/he can move on. A criterion can also be written in a different form, depending on a learning objective. Let’s add a criterion to the other example above. Now it reads “analyze a domestic-abuse case study by identifying the main causes of conflicts and explaining their interrelationships among those causes that lead to abuses.” The phrase "by identifying the main causes . . . abuses" helps us assess when/if students possess or do not possess the analytic skills. If students can identify the causes and explain their interrelationships, we assume they are successful. If not, remediation is needed. The instructor can decide how to remediate learning (e.g., reread the chapter or watch a new video). In many situations, no remediation is provided although students do not perform up to the standard. This seems to defeat the purpose of setting a criterion or standard. Students who perform below the standard may not acquire essential skills they need for the next (higher) learning. This could lead to further confusion and frustration when these skills have not been mastered properly.
Condition describes a situation under which performance occurs or which students perform the tasks. Conditions may include equipment and tools, constraints, or special situation (Gagne, et al., 1992). Examples of conditions are: When asked to participate in a discussion, students ...; Given a piece of paper and pencil, students ...; Under a cold weather, students ... ; or With one eye closed, students ... . One reason for specifying a condition is that it is difficult to assess performance in ALL conditions (or multiple conditions and contexts) because of the limited instructional time and resources. (However, it would be ideal to do so.) Therefore, the instructor chooses one ideal condition to assess performance. If it is a success, the instructor may assume that students are able to perform a similar task in other conditions or to perform a slightly different task. However, if possible, the instructor should provide students with opportunities to apply learning in different situations and contexts to increase learning transfer.

Examples

Let's look at poorly written learning objectives.

Example 1: Students will be able to execute a back flip in the water.

Strength: Use a concrete action verb "execute" and a clear object "back flip", which makes performance observable.

Weakness: No condition and criterion is clearly specified, which makes it difficult to assess when students achieve mastery. For example: they may be able to back flip, but it may be done incorrectly. Adding a criterion such as "safely", "without injury", or "still alive" would help determine the mastery level.

Example 2: During driving, students demonstrate a belief in the importance of safety.

Strength: The condition is specified. An action verb "demonstrate" is used.

Weakness: An object "a belief in the importance of safety" is abstract. No criterion is added, which makes it difficult to assess if students really believe in safety. It is difficult to know if people believe or do not believe in something. Adding a criterion "by complying, at least with 90% accuracy, with the speed limits, traffic lights, and regulatory signs" helps make belief more observable.

Example 3: When driving on a multiple-lane freeway, test takers learn skills in checking for presence of other vehicles, signalling other vehicles, changing to a new lane, and cancelling the signal.

Strength: The condition is specified. Performance is stated.

Weakness: Performance uses a vague verb "learn." The objects also lack a criterion or criteria to evaluate their successes. It is difficult to know if students know an appropriate way to check the presence of other vehicles. They may reply only on the mirror to do so. They may just turn on the signal and immediately switch to a new lane without waiting for at least two seconds. They may change to a farther lane, instead of to an adjacent one. Therefore, in order to know if they master proper skills, a criterion or criteria are needed.

References

Carnegie Mellon University Links to an external site.
Gagne, R. M., Briggs, L. J., & Wager, W. M. (1992). Principles of instructional design (4th ed.). Orlando, FL: Harcourt Brace Jovanovich.
Mager, R. F. (1984). Preparing instructional objectives (2nd ed.). Belmont, CA: Lake Publishing.

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