{"id":30,"date":"2025-07-17T14:38:36","date_gmt":"2025-07-17T18:38:36","guid":{"rendered":"https:\/\/pressbooks.library.upei.ca\/designalignprocess\/?post_type=chapter&p=30"},"modified":"2025-10-14T08:26:01","modified_gmt":"2025-10-14T12:26:01","slug":"toolpack-b-align-tasks-and-outcomes-with-precise-targets","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.upei.ca\/designalignprocess\/chapter\/toolpack-b-align-tasks-and-outcomes-with-precise-targets\/","title":{"raw":"Toolpack B - Align Tasks and Outcomes with Precise Targets","rendered":"Toolpack B – Align Tasks and Outcomes with Precise Targets"},"content":{"raw":"

Toolpack B - Align Tasks and Outcomes with Precise Targets<\/h1>\r\n
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\r\n\r\nI will use this toolpack when...<\/em>\r\n
I\u202fneed to write crisp targets that guide both my course design and my students\u2019 attention.<\/em><\/blockquote>\r\n<\/div>\r\n<\/div>\r\n
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Purpose<\/h2>\r\n<\/div>\r\n
\r\n\r\nEquip you with two kinds of\u202flearning targets\u2014the\u202fInstructional\u202fDesign\u202fTarget\u202fyou use for planning, and the\u202fFocusing\u202fTarget\u202fyou share with students\u2014to keep everyone aligned on exactly what will happen and how it will be judged.\r\n\r\n<\/div>\r\n
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Why it matters<\/h2>\r\n<\/div>\r\n
\r\n\r\nInstructional\u202fDesign\u202fTargets (IDTs)<\/strong> give you a clear planning blueprint for designing the content of your course: Conditions \u2192 Performance \u2192 Standards \u2192 Evaluator. (Goggin, n.d.)\r\n\r\n<\/div>\r\n
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Example IDT<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nGiven<\/strong> 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<\/strong> calculate and compare emissions trends over time,
to the extent that<\/strong> 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<\/strong> the course instructor.\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n\r\nLet's break it down line by line...\r\n
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\r\n\r\nCondition (Given...)<\/strong> - Describes the materials\/setting\/inputs used to expose the learner to the concept.\r\n\r\n\"Given<\/strong> 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...\"<\/em>\r\n\r\n<\/div>\r\n<\/div>\r\n
\r\n\r\nPerformance (\"the learner will...\")<\/strong> - State one observable action (cognitive, affective, social or sensorimotor).\r\n\r\n\"...the learner will<\/strong> calculate and compare emissions trends over time...\"<\/em>\r\n\r\n<\/div>\r\n
\r\n\r\nStandards (\"to the extent that...\")<\/strong> - Specify quality, quantity or accuracy and what will serve as the gold standard for judgment.\r\n\r\n\"...to the extent that<\/strong> 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...\"<\/em>\r\n\r\n<\/div>\r\n
\r\n\r\nEvaluator (\"as evaluated by...\")<\/strong> - Who judges success? Could be instructor, peer and\/or self-evaluated.\r\n\r\n\"...as evaluated by<\/strong> the course instructor.\"<\/em>\r\n\r\n<\/div>\r\n
\r\n\r\n \r\n\r\nFocusing\u202fTargets (FTs) <\/strong>translates all that instructional design obscureness into student\u2011friendly language so learners know why you\u2019re doing each activity and what they\u2019ll be specifically looking to pay attention to.\r\n
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Example FT<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nWe are learning how<\/strong> to analyze real emissions data so that I can<\/strong> create a graph and interpretation that clearly shows and explains key trends.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
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Key Takeaway<\/p>\r\n\r\n<\/header>\r\n

Instructional design targets are for instructors only, not for students. Focusing targets are for students only, not for instructors.<\/div>\r\n<\/div>\r\nDistinguishing the differences between the two stops confusion, drives better lesson flow, and helps students self\u2011regulate.<\/span>\r\n\r\nReference:\r\n\r\nGoggin, W. (n.d.). How to Write a Learning Objective<\/em> [Unpublished course document]. Diploma in Adult Education, Saint Francis Xavier University, Antigonish, NS, Canada.\r\n
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When to grab it<\/h2>\r\n<\/div>\r\n
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