EDIT 704 – Sonia Palmer
The Person
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Mager’s Criterion Referenced
Instruction
0 Criterion-Referenced Instruction (CRI)
0 Goals/task analysis
0 Performance objectives
0 Criterion referenced testing
0 Objective-based learning modules
0 Based upon the ideas of mastery learning and
performance-oriented instructions.
0 No Change = Not Effective
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Mager’s Learning Objectives
0 Analysis
0 Design – Instructional Objectives
0 a collection of words and/or pictures or diagrams
0 related to intended outcomes, not the process
0 specific and measureable
0 focus = student
0 Checklist
0 condition(s)
0 performance
0 criteria
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Influential Theories/Similar
or Related Theories
0 R. Gagne
0 Learning hierarchies provide a basis for the sequencing of instruction.
0 M. Knowles
0 Andragogy – an adult learning theory: more on self-directed process than lesson
content being taught (case studies, simulations are more useful)
0 C. Rodgers
0 Experiential learning – applied knowledge that addresses the needs and wants of the adult
learner
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Theory or Research-based?
Referred to as both:
• CRI is theory that involves a set of methods for
designing and delivering training
• CRI is a model/methodology. The ideas,
approaches, products, seminars, workshops, and
books based on criterion-referenced instruction
are based on science, research into the laws of
human nature.
The Center for Effective Performance (CEP) and others
conduct workshops that use this model.
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Contribution to Adult Learning
1. Widely used in the adult training world
2. Great emphasis is placed on the instructional materials to
achieve this result. Poor performance = inadequate instruction
3. Self-paced, repeated practice (if needed) of skills net yet
mastered that includes feedback about the quality of their
performance
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CRI Points
1. Course description – tells what the course is about
2. Course objectives – describe what students are expected to be
able to do.
o
o
o
o
Provide sound basis for instructional materials/procedures
Creativity/Tools for guiding student efforts
Measurable results
Help determine instructional efficiency
3. Allow for training to be streamlined to student needs
4. Allows for chunking of material/learner convenience
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Personal Thoughts
• He really cares about the learner, and knows
what it is to be a learner.
• He is passionate about treating students with
dignity and respect.
• He believes that education should be for all
learners to acquire the skills that are being
taught.
• Instruction is the process; student competence
is the result.
Bottom Line – Mager’s methodology is still relevant today in classroom and
also in e-learning even though certain technologies didn’t exist.
Design training first – delivery method second.
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References
Mager, Robert. F. (1997). Preparing Instructional Objectives. 3rd Ed. Atlanta, GA. CEP Press
Mager, Robert. F. (2003) . Life in the Pinball Machine: Careening from There to Here. Atlanta, GA. CEP Press
http://www.instructionaldesign.org/theories/adult-learning.html Retrieved 13 February 2013
http://www.lifecircles-inc.com/Learningtheories/Mager.html Retrieved 22 Feb 2013
http://mysdcc.sdccd.edu/Staff/Instructor_Development/Content/HTML/Adult_Learning_Page1.htm Retrieved 23 February 2013
http://ci484-learning-technologies.wikispaces.com/Criterion+Referenced+Instrub 2013ction
Retrieved 23 Feb 2013
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