Mager's Characteristics of Instructional Objectives Explained

Robert Mager is a well-known figure in the field of instructional design, particularly for his work on writing clear and measurable instructional objectives. According to Mager (1997), effective instructional objectives are crucial for designing effective learning experiences and evaluating their success. These objectives clearly state what the learner should be able to do after the instruction.

Mager emphasized that a well-written instructional objective should describe the intended outcome of learning in terms of observable learner behavior. He proposed three key components or characteristics that an objective must contain:

• Performance: This specifies what the learner will be able to *do* after completing the instruction. It should be an observable action verb (e.g., write, solve, identify, demonstrate). This answers the question, "What should the learner be doing?"
• Condition: This describes the circumstances or resources that will be provided or denied when the learner performs the specified behavior. This answers the question, "Under what conditions will the learner perform?"
• Criterion: This defines the standard of acceptable performance. It specifies how well the learner must perform the task to be considered successful. This answers the question, "How well must the learner perform?"

Let's analyze the given options in the context of Mager's framework:

A. Language: While clear and precise language is essential for writing objectives, "Language" itself is not listed as one of Mager's three core *characteristics* or *components* of the objective's content. It pertains to the clarity of the objective's phrasing, but not its structural elements (Performance, Condition, Criterion).

B. Performance: As discussed, Performance is a core component of a Magerian objective, specifying the observable action the learner will perform.

C. Behaviour modification: Instructional objectives are designed to bring about changes in learner behavior, but "Behaviour modification" is a broader term referring to a therapeutic approach or the general outcome of learning. Mager's focus is on describing the specific, observable *performance* that demonstrates learning, rather than the process or concept of "behavior modification" as a characteristic of the objective itself.

D. Criterion: Criterion is another essential component in Mager's model, defining the standard of acceptable performance.

E. Condition: Condition is the third core component, describing the circumstances under which the performance will occur.

Based on Mager's model (Performance, Condition, Criterion), the important characteristics among the given options are Performance, Criterion, and Condition.

Therefore, the characteristics of an instructional objective according to Mager (1997) are Performance (B), Criterion (D), and Condition (E).

Revision Table: Mager's Instructional Objectives Components

This P-C-C model helps ensure instructional objectives are clear, measurable, and focused on learner outcomes.

Additional Information: Mager vs. Other Objective Models

While Mager's model focuses on the performance aspect (what the learner will do), other frameworks exist for writing objectives, such as those influenced by Bloom's Taxonomy. Bloom's Taxonomy categorizes learning objectives based on different levels of cognitive complexity (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation). Often, instructional designers combine elements of both – using Bloom's verbs to define the cognitive level of the desired performance within a Magerian structure (Performance, Condition, Criterion).

The importance of clear instructional objectives lies in providing direction for both the instructor (in designing relevant instruction and assessments) and the learner (in understanding what is expected of them). Well-defined objectives make it easier to evaluate whether learning has occurred effectively.