Front-End Analysis:
Task/Content Analysis
1!
Task/Content Analysis
•  Doing content or task analysis, is the act of
tearing your content into shreds and showing
the relationship among the pieces.
•  Prerequisite to thinking about how you can
present the content in such a way that the
learner can reconstruct meaning from the
pieces
2!
Process of task analysis
Write instructional goal
determine type(s) of learning
conduct information processing analysis
conduct prerequisite analysis
& determine types of outcomes
write objectives
3!
Process of task analysis
Write instructional goal
determine type(s) of learning
conduct information processing analysis
conduct prerequisite analysis
& determine types of outcomes
write objectives
4!
Write instructional goal
• derived from needs assessment
• stated clearly enough to evaluate precisely)
• says what learners should be able to do at the
conclusion of course or unit to demonstrate that
they’ve learned
5!
Good goal statements
•  When given relevant information and the purpose of
a business letter, the learner will be able to write an
appropriate business letter.
•  When given a broken VCR, the learner can locate the
malfunction and repair it.
6!
Why good goals?
•  When given relevant information and the purpose of
a business letter, the learner will be able to write an
appropriate business letter.
•  When given a broken VCR, the learner can locate the
malfunction and repair it.
[clear, could evaluate, reasonable]
7!
Poor goal statements
•  The learner will be able to describe the
elements of a good business letter.
•  When given a videotape lesson, the learner
will watch a demonstration of VCR repair.
8!
Why poor goals?
•  The learner will be able to describe the
elements of a good business letter.
[Probably inadequate; describing is different
from doing]
•  When given a videotape lesson, the learner
will watch a demonstration of VCR repair.
[activity, not a learning outcome]
9!
What do you think?
•  The student will understand the procedure for
applying for social assistance.
•  Learners will write a critical essay comparing 3
characteristics of heroes and heroines in Greek
theatre.
10!
What do you think?
•  The student will understand the procedure for
applying for social assistance. [clarity?]
•  Learners will write a critical essay comparing 3
characteristics of heroes and heroines in Greek
theatre. [good -clear outcome]
11!
Process of task analysis
Write instructional goal
determine type(s) of learning
conduct information processing analysis
conduct prerequisite analysis
& determine types of outcomes
write objectives
12!
Types of learning
•  Psychomotor skills
•  Declarative Knowledge
•  Intellectual skills
•  Attitudes
•  Cognitive Strategies
13!
Why identify type of
learning?
1. Suggests/Confirms task analysis
2. Identifies prerequisites
3. Suggests form of objectives
4. Suggests form of assessments
5. Suggests appropriate instructional strategies
14!
Psychomotor skills
Learning "new" muscular activities,
characterized by smooth execution and precise
timing.
Examples:
• Doing a swan dive
• Executing CPR
• Typing
• Driving a standard transmission car
• Playing and transposing “E scale” for blues on
guitar
15!
Declarative knowledge
Learning to list, state, describe, explain,
recall, or recite either verbatim or "in own
words."
Examples:
• Summarizing and describing the major
periods in music history
• Matching acronyms to phrases that they
represent.
• Listing the tools needed to repair VCR.
• Matching symptoms to stages of Alzheimer's.
16!
Intellectual skillsconcepts
Learning to recognize, categorize, or identify
unencountered examples and non-examples
of specific ideas, objects, or events.
Examples:
• Identify a chord as minor/major.
• Recognize a "who-done-it" mystery.
• Recognize odor of natural gas.
• Categorize verbal statements as directive,
non-directive, or inappropriate.
17!
Intellectual skillsprinciples & procedures
Learning to . . .
• Assess situation and determine which
rules or principles are appropriate
• Predict, explain, or control environment
• Apply a procedure
Examples:
• Using correct grammar.
• Predicting effects of heat on balloon.
• Calculating countable monthly income.
• Completing application.
• Determining eligibility.
18!
Intellectual skillsproblem solving
Learning to...
• assess problem situation
• determine which rules applicable
• apply rules accurately and in correct sequence
• determine if problem solved adequately
Examples:
• Writing a nursing care plan.
• Devising an advertising campaign.
• Trouble-shooting broken equipment.
• Interviewing a client.
19!
Attitudes
Learning to . . .
• Perform desired behavior (intellectual skill)
• Choose to perform behavior in appropriate
context.
Examples:
• Choosing to settle arguments with negotiation
rather than violence.
• Choosing to vote.
• Choosing to wear seatbelt.
20!
Your Turn
•  Type 60 wpm.
•  Select the beakers from a set of lab equipment.
•  Parent chooses to use positive reinforcement rather than
punishment.
•  Correct a sentence so that subject and verb agree.
•  Locate source of problem in an email program that
won’t download an attachment. [intellectual skill problem solving]
21!
Your Turn
•  Type 60 wpm. [psychomotor skills]
•  Select the beakers from a set of lab equipment.
[intellectual skill - concept]
•  Parent chooses to use positive reinforcement rather than
punishment. [attitudes]
•  Correct a sentence so that subject and verb agree.
[intellectual skill - principles]
•  Locate source of error in an email program that won’t
download an attachment. [intellectual skill - problem solving]
22!
Process of task analysis
Write instructional goal
determine type(s) of learning
conduct information processing analysis
conduct prerequisite analysis
& determine types of outcomes
write objectives
23!
Conduct an information
processing analysis
Procedural Task
1. Write a sample
assessment question for
goal
2. Give problem to
experts -- observe and
question
3. Identify common
mental or physical steps
Conceptual Task
1. Write a sample
assessment question for
goal
2. Give problem to
experts. Ask "what
understandings does a
learner need in order to
accomplish goal?"
3. Compare responses of
experts for common
ideas
24!
Conduct an information
processing analysis
Procedural Task
Conceptual Task
4.  Identify shortest route
& simplifying
conditions
4. Identify the easiest path
and what will make
understanding simpler
for the learner
5. Note factors that make
solution more complex
5. Note any factors that
complicate the simple
understandings
25!
Conduct an information
processing analysis
Procedural Task
6. Select circumstances
(simple or complex that
fit goal and audience)
7. List steps and decision
points for goal
8. Confirm analysis with
experts
Conceptual Task
6. Select understandings
that fit goal & audience
best.
7. List the “lean” group of
essential
understandings
8. Confirm analysis with
experts
26!
Process of task analysis
Write instructional goal
determine type(s) of learning
conduct information processing analysis
conduct prerequisite analysis
& determine types of outcomes
write objectives
27!
Prerequisite analysis
For each step in information processing
analysis:
• Determine what the learners must know or be able to
do in order to complete that step.
• Cease analysis when it can be assumed that all
students have the described knowledge and skills.
• Be sure to include: Tools and equipment needed,
safety concerns, critical attitudes, knowledge of
location, "people skills" necessary to complete.
28!
Process of task analysis
Write instructional goal
determine type(s) of learning
conduct information processing analysis
conduct prerequisite analysis
& determine types of outcomes
write objectives
29!
The final step?
• Write objectives for each step and
prerequisite (or if appropriate clusters of
steps or clusters of prerequisites).
• Write assessment items.
30!
Study summarytry this
In the course guidebook, you are given activities
to practice carrying out two task analyses.
Why do them?
•  Task, content analysis is more difficult than it
appears;
•  There is a big difference between knowing
about task analysis and actually doing it; and,
•  You will, in the end, enjoy the experience.
31!