Typical prevailing task analysis really is skill analysis whose product is a set of generic tasks considered to exhaust or sufficiently sample a skill domain. This approach yields tasks as the base entities of analysis; any understanding of interrelations of structures in the skill architecture in consequence must occur--if at all--above the level…

Describes, justifies, and illustrates a process for analyzing and comparing instructional development (ID) models at the task and subtask levels. ID tasks and subtasks are identified, weights are assigned to the subtasks, and various instructional design and instructional development models are compared, as to both comprehensiveness and…

Representative examples of task analysis procedures were examined for common components, methods, and terminology. Resulting generic components were categorized into the task analysis phases of task description and instructional analysis. The generalized model that is presented contains a consensus of procedures comprising educational and…

Results of the experiment provide support for the neo-Piagetian model. (Author)

Describes a three-phased needs assessment approach used to identify lending skills and knowledge for loan officers at Wells Fargo Bank. Beginning at the corporate level and ending with job-relevant assessment of individual employee skills, the program used diagnostic tests with a computer-based system for scoring and reporting results…

Description of an objective method for assigning weights to questions on examinations includes discussions of classical test theory, knowledge organization, and how task analysis can be used to identify knowledge elements required to solve specific problems, rank them, and assign objective weights to exam questions using a Pareto distribution (7…

Discussion of instructional design models focuses on a study concerned with developing effective instruction in heuristic-based problem solving for computer programing. Highlights include distinctions between algorithms and heuristics; pretests and posttests; revised instructional design procedures; student attitudes; task analysis; and…

The technical objective of this research was to develop a computer method for arranging a number of individual task patterns, representing job incumbents in a given occupational area, into groups or clusters. This advanced computerized technique for clustering work tasks produces homogeneous clusters of task patterns using an input of tasks…

Technology is viewed as a significant independent variable of the organization, affecting the organizational task structure. Viewing the classroom as the unit of observation, a technological change is introduced in the form of electronic computers to teach mathematics. Organizational task structure is defined in terms of teacher-pupil interaction…

A procedure is demonstrated for constructing tables showing, for each score on a commercial reading achievement test, the percentage of real-world materials that the testee is likely to comprehend with at least a criterion level of proficiency, the percentages of students in a local or national sample who can competently comprehend a given…