Main Body
Toolpack B – Align Tasks and Outcomes with Precise Targets
Toolpack B – Align Tasks and Outcomes with Precise Targets
I will use this toolpack when…
I need to write crisp targets that guide both my course design and my students’ attention.
Purpose
Equip you with two kinds of learning targets—the Instructional Design Target you use for planning, and the Focusing Target you share with students—to keep everyone aligned on exactly what will happen and how it will be judged.
Why it matters
Instructional Design Targets (IDTs) give you a clear planning blueprint for designing the content of your course: Conditions → Performance → Standards → Evaluator. (Goggin, n.d.)
Example IDT
Given a set of environmental data from three municipalities, prior instruction on graph construction and data interpretation, and access to the course’s sample analysis guide,
the learner will calculate and compare emissions trends over time,
to the extent that a graph is produced using correct units, includes three key data points per city, and is accompanied by a written interpretation that identifies at least two meaningful trends and explains their significance using discipline-specific language as outlined in the course data interpretation rubric,
as evaluated by the course instructor.
Let’s break it down line by line…
Condition (Given…) – Describes the materials/setting/inputs used to expose the learner to the concept.
“Given a set of environmental data from three municipalities, prior instruction on graph construction and data interpretation, and access to the course’s sample analysis guide…”
Performance (“the learner will…”) – State one observable action (cognitive, affective, social or sensorimotor).
“…the learner will calculate and compare emissions trends over time…”
Standards (“to the extent that…”) – Specify quality, quantity or accuracy and what will serve as the gold standard for judgment.
“…to the extent that a graph is produced using correct units, includes three key data points per city, and is accompanied by a written interpretation that identifies at least two meaningful trends and explains their significance using discipline-specific language as outlined in the course data interpretation rubric…”
Evaluator (“as evaluated by…”) – Who judges success? Could be instructor, peer and/or self-evaluated.
“…as evaluated by the course instructor.”
Focusing Targets (FTs) translates all that instructional design obscureness into student‑friendly language so learners know why you’re doing each activity and what they’ll be specifically looking to pay attention to.
Example FT
We are learning how to analyze real emissions data so that I can create a graph and interpretation that clearly shows and explains key trends.
Key Takeaway
Distinguishing the differences between the two stops confusion, drives better lesson flow, and helps students self‑regulate.
Reference:
Goggin, W. (n.d.). How to Write a Learning Objective [Unpublished course document]. Diploma in Adult Education, Saint Francis Xavier University, Antigonish, NS, Canada.
When to grab it
- You’re writing learning objectives/outcomes and want them to function as real design tools.
- You wonder if students get much out of or even bother to read your learning objectives/outcomes.
What’s inside
- Instructional Target Builder (MS Word doc)
- Four boxes to fill: Conditions, Performance, Standards, Evaluator
- Focusing Target Template (MS Word doc)
- “We are learning… so that I can…” frame for learners
- ID Target Quality Review Checklist (MS Word doc)
- Does each component drive my planning?
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Domain‑by‑Domain Design Guide (MS Word doc)
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Tailoring tips, sample verbs, and assessment ideas for each domain
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