MPT&ECIOSWIT-ILE-SPEC-1

Navy ILE Learning Objective Statements

Specifications and Guidance

ILE
Integrated Learning Environment

Distribution authorized to DoD and DoD contractors only; other requests for this
document shall be referred to the following contact the U.S. Navy.

1 February 2006

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List of Effective Pages

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Acronyms, Abbreviations, Definitions

ADL
EIIIs
ILE
IMDP
KSAs
KSATTR
LO
LOS
NETC
SCORM
SL

Advanced Distributed Learning

Echelon III Commands
Integrated Learning Environment
Instructional Media Design Package
Knowledge, Skills, Abilities
Knowledge, Skills, Tools, Abilities and Resources
Learning Object
Learning Objective Statement
Navy Education and Training Command
Sharable Content Object Reference Model
Science of Learning

See the ILE website for a complete list of acronyms, abbreviations and definitions.

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Table of Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.

Purpose..................................................................................................................... 1
Policy.........................................................................................................................1
Action ........................................................................................................................ 1
Background ............................................................................................................... 1
SkillObject-Content Traceability Matrix ..................................................................... 2
Research-based........................................................................................................ 5
Assumptions.............................................................................................................. 5
Intent .........................................................................................................................6
Components .............................................................................................................. 6
9.1.
Behavior ............................................................................................................ 7
9.2.
Condition ........................................................................................................... 7
9.3.
Standard.......................................................................................................... 10
10.
Terminal Objective .............................................................................................. 11
11.
Enabling Objective .............................................................................................. 12
12.
Traceability Matrix ............................................................................................... 12
13.
Terminology......................................................................................................... 14
14.
Command Review ............................................................................................... 15
15.
Technical Requirements...................................................................................... 16
Enclosure 1.
Domain and Verb List Decision Tree .................................................. 17
Enclosure 2.
Domains, Categories, and Verb Lists ................................................. 18
Enclosure 3.
Condition Decision Tree ..................................................................... 32
Enclosure 4.
Standard Decision Tree...................................................................... 33
Enclosure 5.
Process Review Guide ....................................................................... 34
Enclosure 6.
Checklists and Rating Scales ............................................................. 37

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List of Figures
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
Figure 6

Assembling a Learning Event........................................................................ 2

End-to-End Conceptual Model ...................................................................... 3
Performance Statement Terminal objective Statement Matrix .................... 4
Traceability Matrix.......................................................................................... 5
Intent, Domain, Domain Hierarchies, and Domain Verb Lists ....................... 6
Learning Objectives Flowchart .................................................................... 13

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1.

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Purpose

The purpose of this document is to identify the specifications needed to create, store,
review, search, and maintain learning objects within the Navys Integrated Learning
Environment (ILE). The document serves as the baseline to advance the development of
learning objectives and learning objective statements that will serve as a link between
the SkillObjects and related work elements, the learning events, and the content.

2.

Policy

Learning objectives will be designed, developed, implemented, and maintained within

the Navy Education and Training Command (NETC) using guidelines reflected herein.
The ILE Content Lead is the claimancys process owner for this document. Learning
objectives placed within the ILE are the property of the government and it is the
governments responsibility to ensure learning objective integrity; i.e., performance- or
evidenced-bases are current, accurate, and relevant.

3.

Action

The implementation of these specifications and guidance is the responsibility of the

NETC Echelon III Component Commands. All Echelon III Commands (EIIIs) will ensure
new learning objectives are written in accordance with the ILE specifications identified in
this document. When legacy content is repurposed, the learning objectives must be
rewritten to reflect these new specifications. As EIIIs meet with the ILE Content Lead to
develop course/content prioritization lists, the new specifications should be addressed in
the statements of work. In the event, training requirements cannot be sufficiently
substantiated or articulated with the current verb list, the EIII representative should
contact the ILE Content Lead so that verbs are added into the corporate system
regularly.

4.

Background

Learning objectives serve as the link between SkillObjectsSM and related work elements,
Enterprise Competencies (i.e., competencies that show the linkage between DoD and
Navy mission-essential competencies), and content. As the Navy moves forward with
the ILE as the learning platform for SeaWarrior, there is an identified need to develop a
common language or data model to capture, store, share, and reuse learning objectives
which may then be assembled into learning objective statements to support contentspecific learning objects. Learning objective statements will be formulated using
SkillObjectsTM taxonomy as the foundation for defining job/position requirements for
position knowledges, skills, tools, abilities and resources (KSATTR) to represent the full
spectrum of work proficiency required.
The data model includes structure, syntax, and semantics of the learning objective. This
effort of statement specificity affords the opportunity to house learning objectives in
repositories. Learning objectives (verb and object) stand alone. Learning objective
statements (behavior, condition, and standard) are set in the context of the learning
event and the content. See Figure 1.

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Figure 1 Assembling a Learning Event

A learning objective statement acts as the trigger or catalyst for the assembly and
aggregation of content assets to form terminal and enabling learning objects. These
objects may then be logically connected to enterprise competencies structured from
SkillObjectsTM which are work element aggregations of required KSATTR.
Instructional designers use learning objective statements as the cornerstone to
designing content. Traditionally, learning objective statements are used to:

5.

Offer a means to designers to select and organize activities and resources

associated with the learning process.
Provide a means by which assessment can measure a learners performance or
evaluate a programs validity and reliability.
Identify the skills and knowledge that must be mastered in the learning event
(Morrison, Ross, & Kemp, 2004).
Serve as anchor points in sustaining proper alignment between competency
gaps, terminal objective and enabling objective selection, content assembly,
sequencing, delivery methodology and medium, student assessment, and
program evaluation.

SkillObject-Content Traceability Matrix

SkillObjectsTM are measurable, reusable detailed descriptions of what people do to

accomplish work. These occupational skills contain logically grouped KSATTR that are
statistically validated and legally defensible. Performance statements are behavioral in
nature and are directly linked to SkillObjectsTM and levels of expertise for all Navy jobs.
Performance statements describe exemplary behavior and consist of a concrete action
verb, a condition, and a criterion that qualifies exemplary performance of the

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SkillObjectTM. SkillObjectTM performance statements may also include a referenced

standard of performance (e.g., technical documents).
As visualized in Figure 2, learning objective statements forge the connection between
required work capability and related learning content.

Figure 2

End-to-End Conceptual Model

At the occupational level (the job task analysis data), performance statements represent
the presence (provide evidence for evaluation) of the composite set of knowledge, skills,
and abilities that define the what---a SkillObject TM. To gain the knowledge, skills, and
abilities that comprise a SkillObject TM, the performance statement serves as the basis
for construction of the terminal learning object (TLO). While the performance statement
describes the evidence of the work at the SkillObject TM level, context must be added to
relate performance to a learning objective. Once context is provided, the performance
objective then provides linkage to the terminal objective statement.
Figure 3 illustrates the Performance Statement-Terminal Objective Statement matrix.

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Terminal
Objective
Statement

Figure 3

Performance Statement Terminal objective Statement Matrix

At the learning level (training analysis data), performance statements represent the
presence (provide evidence for evaluation) of the composite set of knowledges, skills,
and abilities that make up how the SkillObject TM is learned in context.
Once the performance objective is linked to the terminal objective statement, an analysis
of the contextual SkillObject TM data provides foundation for formulation of one or more
enabling objective statements.
Figure 4 illustrates the crosswalk between SkillObject TM
performance statements, performance objectives, terminal objective statements and
enabling objective statements.

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Figure 4

Traceability Matrix

As illustrated, the traceability matrix between SkillObjectsSM and Learning Content

includes SkillObject TM performance statements, contextual application, performance
objectives, and learning objective statements, which are composed of both a terminal
objective statement and one or more enabling objective statements.

6.

Research-based

To expedite the development of learning objectives and their specifications, the ILE
Content Team has elected to begin with a widely used taxonomy developed by Bloom,
Englehart, Furst, Hill, & Krathwohl (1956), with additional guidance from other noted
researchers (Gronlund, 1985, 1995; Dick, Carey, & Carey, 2001; Heinich, Molenda, &
Russell, 1993; Kibler, 1981; Krathwohl, Bloom, & Masia, 1964; Mager, 1984; Morrison,
Ross, & Kemp 2004; Rothwell & Kazanas, 2004; and Smith & Ragan, 1999).

7.

Assumptions

Research work, such as that of the Advanced Distributed Learning (ADL) group and the
SCORM suggest the following assumptions may be made about learning objectives.
Learning objectives are independent of (but related to):

Any specific schema for skills, competencies or content

Any performance gaps or audience
Any specific technology or tool
Any instructional method or delivery medium/media

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Intent

Learning objectives stand alone. Learning objective statements are in context with the
content. Learning objective statements are developed using decision trees. The first
step in developing the learning objective statement is to determine its intention.
Intent is determined by the performance gap as well as the audience characteristics.
Determining the intent of instruction is the first step in understanding what is to be
learned, i.e., What do I want the learner to do? The answer to this question determines
the verb domain and category. Based on Blooms taxonomy, there are three broad
intent domains: cognitive, affective, and psychomotor. Each domain has subcategories
that are used to further refine intent.
In order to formulate a learning objective statement, the learning objective outcome is
selected first. Once selected, the learning objective is further refined by selecting a verb
from the respective subcategory that further defines the outcome of learning.

Figure 5

Intent, Domain, Domain Hierarchies, and Domain Verb Lists

Bloom, et al (1956), Krathwohl, Bloom, & Masia (1964), and Heinich,

Molenda, & Russell (1993)

9.

Components

Robert Mager (1962) was the first to define a learning objective statement as a threecomponent verbal statement. The three components are a description of the:

Behavior or action that demonstrates or shows evidence of learning

Conditions of the demonstration of that action
Standard that will be applied to measure successful completion

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9.1. Behavior
What behavior can the learner demonstrate or what evidence can be provided to
indicate that the learner has mastered the job/position-required knowledge or skills
specified in the instruction?
The very basic behavior (learning objective) includes a verb and an object. A verb
repository will exist within the ILE architecture that sorts and selects verbs by the Intent
domain and category. See Enclosure 2.
The information provided in the blue boxes in this document contains a description of
future ILE LOS software.

Future ILE LOS software functionality parameters for verb selection include:

9.2.

Verbs are selected from a repository that is a subcategory of the cognitive,

affective, and psychomotor domains. See Enclosure 1 and 2.
Categories are hierarchical and based upon a synthesis of learning theory
research.
Guided by Intention, users may select the verb either by category or by
domain.
The learning objective statement will be developed based on a controlled
vocabulary verb list that is aligned to verbs used in the SkillObject
taxonomy.
The category for a terminal objective must be equal to or higher than the
enabling objectives of which it is related.

Condition

What resources are needed or under what conditions will the evaluation take place?
The condition describes the tools or information that the learner will be given in order to
demonstrate completion. Conditions should include:

The cue or stimulus that the learner will use to search information stored in the
learners memory, e.g., Given the definition . . ., Given a set of alternatives. . .,
etc.
The characteristics of any resource material required to perform the task, e.g.,
illustrations, software applications, physical objects, reference materials.
The scope and complexity of the task and relevant or authentic contexts for the
real-world performance setting, e.g., Given an aerial map of the bombing target
with resistance pockets identified. . . ; Given the strategic plans of three
European allies . . .; etc.

By setting the scope and complexity, the task is tailored to a specific target audience.
Scope and complexity also aid in the transfer of knowledge/skill from the instructional
setting to the performance setting. (Dick, Carey, & Carey, 2001). The contextual

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analysis should describe the situation of job/position-related performance and thus help
determine the condition.

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Future ILE LOS software functionality for condition selection include:

Conditions are selected from a data repository determined by the following

categories: cue/stimulus (sensory data), resource materials (tools or
physical/environmental restrictions), scope (resource boundaries), and
complexity (levels of proficiency). See Enclosure 3.
When the condition category label (i.e., cue or stimulus, resource material,
scope, or complexity) is selected, a dropdown menu requires the user1 to
further define the condition by identifying the parameter that is needed in the
assembly of content. For example, cue (the category) is selected. Verbal,
textual/visual, touch, taste, or smell (the parameter) is selected from the
dropdown list. A second open input field requires that the user identify
specifically what the parameter is (e.g., definition, graphic of an odometer,
rough surface, cream sauce, smoke, etc.).
Conditions are variable from one community of work to another. The
parameter selection includes an other parameter. When other is selected,
a second open field input will identify with specificity what the parameter is.
For instance, within the electronics community IETMs are a common
resource. The user composes the condition by selecting Cue: Textual,
Electronic Manual; then Resource, Other, enter IETM, Module 4. However,
by adding IETM to the Resource Material parameter list, the user could select
Resource Material, IETM, and the Cue parameter would automatically fill.
Other parameters and open fields will be periodically sorted (quarterly is
recommended if not more frequently, especially in the initial development
stages) to determine frequency use to add to the provided lists.
Quarterly reports of these sorts will be sent by the Echelon III Commands to
the ILE Content Team Lead to add information to the ILE system.
Cues or stimulus are anything that you perceive in your environment through
the five senses.
Tools and resource materials are physical objects. Examples include: visual
aids, printed materials, reference documents, software applications, job aids,
tools, or equipment.
Resource material must be identified before the scope is selected.
Scope identifies the physical or environmental boundaries applied to the
resource material. Examples include: delineation lines, inclusive
pages/chapters/et al., data banks, formulas, checklists, EOS, hammers,
meters, radio, etc.
Complexity is determined by a contextual analysis or use case requirements,
and takes into consideration the proficiency of the primary audience.
Complexity is an optional identification field and generally this information does
not appear within the assembled learning objective statement.
There are occasions particularly with declarative knowledge objectives
when no conditions are necessary (Smith & Ragan, 1999). For example: List
the steps in cutting a bolt.

Generic term used to describe those individuals that have responsibility for input into and work
within instructional systems.

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Standard

What is the measurement that will indicate successful or acceptable performance or

proficiency?
The standard describes what behavior will be acceptable or the limits within which a
behavior must fall. The standard identifies the minimum acceptable performance level.
With some cognitive skills, responses may vary within the established parameters. For
variation, the standard should include the degree of tolerance for an acceptable
response. Grading rubrics in the form of checklists or rating scales may assist with
measuring variable responses. See Enclosure 6.
Mager (1962) as discussed in Smith and Ragan (1999) identifies some of the more
common standards:

Accuracy (students answer must be within X degrees)

Number of errors (with five mistakes or fewer)
Number of correct responses (with minimum score of 80%)
Time (not to exceed 30 minutes)
Consistency within an established standard (in order listed on the chart)
Consistency within a stated standard (includes one of the following identifiers:
aviation, surface, undersea)
Satisfaction (person walks away satisfied)

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Future ILE LOS software functionality parameters for standard selection include:

Standards must be aligned to SkillObject performance criteria and will be

selected from a repository determined by categories. See Encl 4.
The standard is use case driven.
Standards are identified at the assembly level. Each community has
authority to define the standards appropriate to its body of knowledge.
When the standard parameter is selected a second open field requires input
to clearly define the information in the textual statement. For instance, the
parameter Consistent with established standard is selected. The open field
requires that the user identify specifically the amount of time allotted (e.g., 30
seconds, 45 minutes, 1 hour, etc.).
Standards are highly variable in nature. The parameter selection will include
an other category. When other is selected, a second response identifies
with specificity what other represents.
Other parameters and open fields will be periodically sorted (quarterly is
recommended if not more frequently, especially in the initial development
stages) to determine frequency use to add to the provided lists.
Quarterly reports of these sorts will be sent by the Echelon III Commands to
the ILE Content Team Lead to add information to the ILE system.
Checklists, rubrics, and other variable measurement tools will be identified by
name in the definitive information field. For example, Given.the learner
willby completing procedures identified on Equipment A Checklist. See
Encl 6.
Standard specificity is based on the contextual analysis, the content, and the
primary audience. For instance, the standard 90% or higher may be required
for journeyman, but 70% or higher may be acceptable for an apprentice.
Standards are written at the assembly level and are independent components
from the learning objective.
When no performance standard is stated, the assumption is that the standard
implies100% accuracy.

10. Terminal Objective

A terminal objective is a major objective for a topic or task and describes the overall
learning outcome. For example:

Topic: Isolate the fault

Terminal objective: Isolate the fault in the high frequency radio system.
Terminal objective statement: Given a damaged high frequency radio system,
the technician will isolate the fault within 30 minutes.

Terminal Objectives:
Express the composite knowledge, skills, and abilities required at the contextual
SkillObject TM level.
Are composed of one or more EOs.

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May contain multiple components. For example, Perform Search and Rescue =
Perform Search and Perform Rescue.
Represent a statement of terminal behavior (i.e. the skills and knowledge we
expect learners to achieve as a result of instruction) and a precise statement of a
learning goal.
Identify measurable behavior (assessed quantitatively and/or qualitatively); the
verb mirrors the Performance Objective verb and should be suitable for
assessment
Describe the what of a SkillObject TM learning event.
Are referenced by metadata.

11. Enabling Objective

An enabling objective supports a terminal objective. It is a subcategory. It generally
describes specific behaviors (single activities) that must be learned or performed. To
continue the example:

Terminal objective: Isolate the fault in the high frequency radio system.
Enabling objective: Trace the electrical flow of transistors in a radio unit.

Enabling Objectives:
Are context-based, and express the composite knowledge, skills, and abilities
required within a given context (i.e., Platform, Environment, System, Other).
Context determines condition.
May represent SkillObject SM tasks, subtasks, specialty skills, special abilities,
specific tools, specific knowledges, and specific resources required within the
identified context.
Represent discrete SkillObject SM components, and, as such, are independent of
other EOs collectively they support a TO.
Identify measurable behavior (assessed quantitatively and/or qualitatively); the
verb mirrors the performance objective verb and should be suitable for
assessment.
Require metadata definition.
May not require assessment if EO is inherent (example definition). For example,
if your objective is, Define the term electrical flow and state its purpose. The
definition phrase will be contained within the purpose statement and may not
need to be assessed separately.

12. Traceability Matrix

As part of the Instructional Media Design Package (IMDP) for content to be assembled,
the designers will provide a traceability matrix that links the topics and objectives to
tasks within SkillObjects. See Figure 3.

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IDENTIFY JOB TO BE TRAINED

e.g.. BASIC INFANTRYMAN

e.g.. APPRENTICE, JOURNEYMAN, MASTER

IDENTIFY LEVEL / AJM

BASED ON:
Importance
Consequence of error
Frequency

IDENTIFY TASKS, KNOWLEDGES, SKILLS,

TOOLS, & RESOURCES

SO:
TASK:
KNOW :
SKILL:
TOOLS:
RESOU:

GROUP TKSTRs BY SKILLOBJECT

SkillObject
#1

SkillObject
#2

SkillObject
#3

Rifle maintenance
Assemble M16A2 rifles
Mechanical
Operation and control
None needed
M16A2 manual

BASED ON:
Importance metric
CORE TASKS

CORE TASKS

SUBTASKS

SUBTASKS

SUBTASKS

CORE
SUBTASKS

CORE
SUBTASKS

CORE
SUBTASKS

PROCEDURES

PROCEDURES

PROCEDURES

CORE
PROCEDURES

CORE
PROCEDURES

CORE
PROCEDURES

CHARACTERISTICS:
How long it takes to learn the task
With whom one coordinates
To whom one reports
Likely performance errors & remediation strategies

CORE TASKS

CONDITIONS:
Platform
Weather /environment conditions (arctic, desert)
Battle/normative conditions
Time pressure
Stress level
Group or individual level
Changing equipment and/or tools
Quality and/or quantity of work or service produced
BASED ON:
1. Similarity of Job metric
2. Key Capabilities Needed for Job metric
3. Job Critical Skills metric
*If training Apprentice take training gap out of model. If training
Journeyman or Master leave training gap in model

*IDENTIFY TRAINING GAPS

(skill gaps; knowledge gaps; equipment gaps)

BASED ON:
O*NET SKILL/ABILITY LINKAGE TO TASKS

IDENTIFY TYPES OF OUTCOMES FOR EACH

CORE TASK

VERBAL

COGNITIVE

ATTITUDINAL/AFFECTIVE

MOTOR

BASED ON:
GAGNE, 1996; GAGNE & BRIGGS, 1979;
GAGNE, BRIGGS & WAGER, 1992

SOCIAL

GENERATE LEARNING OBJECTIVES

CORE TASK LEARNING

OBJECTIVE

CORE SUBTASK LEARNING

OBJECTIVE

Figure 6

CORE PROCEDURE LEARNING

OBJECTIVE

Learning Objectives Flowchart

The Science of Learning (SL) Directorate within the Human Performance Center guides
practitioners in applying the SL (i.e., the foundational methodology for understanding
what learning is, how people learn, and how learning translates to measurable
performance) to learning-related decisions in the Navy. SL intersects the Learning
Objectives Flowchart at three critical points:
1. Execution of Needs Assessments: Identified in chart as Identify Tasks,
Knowledges, Skills, Tools, and Resources
2. Execution of Gap Analyses: Identified in chart as Identify Training Gaps
3. Generation of Learning Objectives: Identified in chart as Generate Learning
Outcomes

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For each of these stages, practitioners should undertake a deliberate effort to select and
execute a methodology that is in alignment with current and validated theories,
technologies, and best practices. Basing methodology selection and execution on SL will
drive the Navy toward better predictive value for the acquisition, transfer, and retention
of learning content by our workforce. Thus, there is risk of unsuccessful alignment
between LOS and job requirements; SL reduces this risk. Further, error amplification
makes it very costly to go backwards to solve alignment problems. It is far better to
reduce these risks early in the process through a reflective approach.
Science of Learning interventions are reflected in content development as:

New content development as the result of a new training requirement or

equipment.
Revision to existing content as the result of a change to a training requirement,
equipment or periodic curriculum review.
Periodic maintenance for currency, accuracy, and relevancy.
Legacy conversion of existing content to a new delivery mode.

If the content development is new, then a top-down approach is taken in the Learning
Objectives Flowchart. If the content development is revision, maintenance, or
conversion, then a bottom up approach is used.

13. Terminology
Checklist. A checklist is a list of specific behaviors, characteristics of a product, or
activities, and includes a place for marking whether each is present or absent (Nitko,
2004).
Competency. Competencies include observable behaviors, outputs, or outcomes that
demonstrate the knowledge, skills, and abilities (KSAs) needed to successfully perform a
work role/occupational function.
Core competencyRepresentative of Navy Mission.
Cross-functional competencyGeneralized sets of attributes that link to job
requirements, enable mission interoperability, and transferability across
communities and job families.
Specialty competencySkills, knowledge, and abilities that lead to successful
performance of a specific job.
Enterprise competencyShow link between DOD and Navy mission-essential
competencies.
Learner. The ILE exists not only to serve the active duty Sailor, but the civilians and
family members as well. Throughout this document, as well as other associated
documents and in the learning literature, learner is the preferred generic term that
refers to individuals who have access to lessons in the integrated instructional systems.
Measurable. The learning objective statement is one of the foundational pieces found
within the instructional design literature. It answers the universal question, What is it
the learner should be able to do (or know) after completing the instruction? Grounded in
behaviorism, its inception mandated that the objective statement be both measurable

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and observable. Advances in learning research now support the argument that
objectives statements be measurable, which can then be objectively quantified with
precision, rather than subjectively measured through observation.
Performance Assessment. Performance assessment presents a task requiring the
learner to do an activity that requires applied knowledge and skills from several learning
events and uses clearly defined criteria to evaluate how well the learner has achieved
this application. Checklists or rubrics are used to ensure consistency in measurement
from one learner to another (Nitko, 2004).
Rating Scale. A rating scale consists of numbers, such as 0 to 3, or 1 to 5, that reflect
the quality levels of performance. Each numeral corresponds to a verbal description of
the quality level it represents (Nitko, 2004).
Rubric. A rubric is a coherent set of rules used to evaluate the quality of a students
performance. They guide the judgments and ensure that the rules are applied
consistently from one learner to another. The rules may be in the form of a rating scale
or a checklist.
Traceable. Contemporary instructional design has recognized the connectedness
between learning objective statements, content, assessments, and tasks that a learner
will eventually perform. Since the Navy has embraced the O*NET taxonomy to describe
work requirements in terms of tasks learned together, performed together, and evaluated
together; construction of the LOS described in this document is defined in a structure
which aligns learning interventions to identified job demands. The procedures described
in this document tie the work of instructional design to component SkillObject
knowledges, skills, and abilities.
User. The generic term that refers to those individuals or groups that have responsibility
for input into and work within the instructional systems.

14. Command Review

It is the responsibility of the Echelon III Commands to provide specifications and
guidance for periodic review of objectives placed within the ILE. See Encl 5.
Additionally, prior to providing objectives to a developer for assembly in content, the
Command responsible for the content should review objectives for currency, accuracy,
and relevancy. The following guidelines are provided to use when examining objectives
with content development.
First:

Check the learning objective to determine if it is complete and adequately

describes the intended outcome.
Check the learning objective to determine if it is concise and avoids
misinterpretation.
Check the behavioral objective to determine if it includes a verb, object,
condition, and may include a standard.
Check the cognitive objective to determine if it has a general statement and a
supporting specific statement(s).

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Second:
Determine whether the objective is aligned with the task analysis and
performance goals.
Determine if the objective is written at the appropriate level to match the skill or
knowledge.
Third:
Determine if the standards, if applicable, appear in the learning objective
statement.
Determine if the standards appear in the Assessment Item Specification Plan.
See Ref C, noted on page 1 of this document.

15. Technical Requirements

All information placed in the Learning Objective repositories will meet the technical
specifications as set forth by the Navys ILE Content and Architecture Systems Leads.
ILE POC is Jerry Best, HPC, N75, DSN: 380-4997, (COMM) (407) 380-4997. email:
[email protected].

K. Moran
VADM USN

Distribution:
CNO (N00T)
All NETC
SYSCOM

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Enclosure 1.

INTENT

MPT&ECIPSWIT-ILE-SPEC-1

Domain and Verb List Decision Tree

What is it the learner should be able to do or know?

COGNITIVE DOMAIN
Select
By
Category

or

Select
By
Domain

C
A
T
E
G
O
R
I
E
S

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

AFFECTIVE DOMAIN
Characterizing by a value
complex
Organizing
Valuing
Responding
Receiving

Verb
List

PSYCHOMOTOR DOMAIN

Select
By
Category

Naturalization
Articulation
Precision
Manipulation
Imitation

UNCLASSIFIED

17

UNCLASSIFIED

Enclosure 2.

MPT&ECIPSWIT-ILE-SPEC-1

Domains, Categories and Verb Lists

Cognitive Domain
Evaluation
(Requires synthesis, analysis, application, comprehension, and knowledge)
Judging the value of an idea, procedure, method; make qualitative judgments using
criteria from internal and external sources.
Appraise
Argue
Ascertain
Assess
Attach
Avert
Choose Or Select (Based
On Evaluation)
Compare
Conclude
Consult
Contrast*
Criticize
Critique
Decide
Defend
Describe *
Discriminate *

Edit
Enlist
Estimate
Evaluate
Explain *
Hire
Interpret
Judge
Justify
Lead
Make A Decision
Measure
Negotiate
Offer
Predict

Rate
Recommend
Recruit
Relate
Resolve
Revise
Score
Select
Summarize (Based On
Evaluation)
Support
Validate
Value
Write (A Review)

*by itself belongs to a subcategory

UNCLASSIFIED

18

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Synthesis
(Requires analysis, application, comprehension, and knowledge)
Putting together elements or parts of a whole that reflects originality; to form a new
whole, e.g., production of a unique communication (theme or speech), a plan of
operations (research proposal), or a set of abstract relations (scheme for classifying
information.
Analyze
Annotate
Apply
Arrange
Assemble
Assume
Categorize
Change
Collect
Combine
Combine and organize
Compile
Compose
Conceive
Conclude
Construct
Convert
Create
Criticize
Decide
Defend
Derive
Design
Determine *
Develop *
Devise
Diagram
Direct
Discover
Document
Draft

Effect
Establish
Explain*
Extend
Find
Formulate (an original idea)
Generalize
Generate
Guide
Hypothesize
Illustrate
Infer
Integrate
Invent
Investigate
Lay-out
Locate
Make
Manage
Maneuver
Manipulate
Mediate
Mitigate
Modify
Monitor
Observe
Organize
Originate
Oversee

Perform (in public)

Plan*
Predict
Prepare
Prescribe
Present (an original report)
Produce*
Project
Propose
Rearrange
Reason
Reconstruct
Relate
Reorganize
Resolve
Revise
Rewrite
Search
Solve
Set up
Summarize
Supervise
Synthesize
Tell
Triage
Use
War game
Write (an original
composition)

*by itself belongs to a subcategory

UNCLASSIFIED

19

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Analysis
(Requires application, comprehension, and knowledge)
Ability to break down values and organize them into clear ideas or patterns, detecting,
and establishing relationships among them.
Analyze
Appraise
Breakdown
Calculate *
Categorize
Challenge
Classify
Compare
Contrast
Criticize
Debate
Deduce
Detect
Determine
Diagnose
Diagram
Diagram Audit

Differentiate between (by

analysis)
Discriminate
Distinguish *
Draw conclusions
Examine
Experiment
Form generalizations
Formulate
Generalize
Identify *
Illustrate *
Infer *
Inspect
Interview
Make inferences

Organize
Outline*
Point out
Probe
Process
Question
Relate
Select (judgment involved)
Separate *
Show relationships
Solve
Subdivide *
Survey
Test
Troubleshoot
Verify

*by itself belongs to a subcategory

UNCLASSIFIED

20

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Application

(Requires comprehension and knowledge)

Ability to use ideas, principles, procedures, and theories in specific and general
situations.
Accumulate
Activate
Advice
Affect
Allocate
Apply
Assert
Assume
Build
Calculate
Call
Change
Check
Clear
Collect information (supply
correct equation formula)
Compute
Condense
Conduct
Construct
Convert
Counsel
Delete
Deliver
Demonstrate
Derive
Determine
Develop
Differentiate
Differentiate between
Discover
Discuss
Dispense
Distinguish
Distinguish between
Download
Dramatize
Draw
Edit

Employ
End
Estimate
Execute
Expand
Express
Express in a discussion
Facilitate
Find (implies investigation)
Finish
Gauge
Graph
Host
Illustrate
Implement
Indicate
Initiate
Interpret
Investigate
Keep records
Locate*
Log
Log-in (as in computers)
Log-out
Make
Manipulate
Map
Modify
Operate
Organize
Participate
Pause
Perform
Persuade
Phone
Plan
Practice
Predict (from known
factors)

Prepare
Present
Prioritize
Process
Produce
Program
Proof
Prove
Prove (in math)
Provide
Reclaim
Refer to
Relate
Resume
Retrieve
Scan
Schedule
Sending
Set up
Ship
Show
Sign on (as in computers)
Situate
Sketch
Solve (problems expressed
in words)
Sort
Start
Stop
Store
Submit
Supply
Terminate
Trace
Transfer
Translate
Upload
Use
Write

*by itself belongs to a subcategory

UNCLASSIFIED

21

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Comprehension
(Requires knowledge)
The ability to grasp the meaning, intent, or relationship of facts, principles, or
procedures. Translating material from one form to another (words or numbers), by
interpreting material (explaining or summarizing), and by estimating future trends
(predicting consequences or effects).
Appraise
Change
Classify
Code
Compile
Compose
Compute
Confer
Correct
Decipher
Decode
Defend
Define (in students words)
Depict
Describe
Discriminate
Discuss
Distinguish
Encrypt
Estimate
Evaluate

Explain (express in other

terms)
Express
Extend Figure
Find (locate)
Find (as in math)
Find the difference
Format
Forward
Generalize
Give example
Identify
Illustrate
Indicate
Infer
Locate
Measure
Obtain
Outline
Paraphrase
Predict

UNCLASSIFIED

Put in order
Recognize
Record
Report
Restate
Review
Rewrite
Route
Select
Simplify
Solve
Subtract
Suggest
Summarize
Trace
Trace (on map, chart)
Transcribe
Translate

22

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Knowledge
The ability to recall, to bring the appropriate material to mind.
Advise
Allocate
Announce
Answer
Arrange
Assign
Authorize
Brief
Calculate
Categorize
Certify
Choose from a list
(judgment not included)
Cite
Classify
Coach
Collate
Compare
Complete
Confirm
Consolidate
Contrast
Correlate
Cross-check
Define (give a dictionary
definition)
Describe
Designate
Differentiate
Discriminate
Distinguish
Distribute
Divide

Duplicate
Elaborate
Eliminate
Enumerate
Exchange
Express
Extract
Fill in the blank (or
complete)
Finalize
Follow directions
Gather
Group
Identify
Indicate
Inform
Instruct
Label
Learn
Level
List
Locate (on a map or given
document)
Match
Memorize
Name
Notify
Order
Organize
Outline
Quote
Rank
Read

UNCLASSIFIED

Realign
Rebuild
Recall
Recite
Recognize
Recollect
Recommend
Record
Recount
Recreate
Redistribute
Reexamine
Relate
Reorganize
Repeat
Reproduce
Respond
Restate
Schedule
Select (judgment not
involved)
Separate
Sort
Specify
State
Task
Teach
Tell
Template
Train
Translate
Tune
Underline
Update

23

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Affective Domain
Characterizing by a Value or Value Complex
(Requires receiving, responding, valuing, and organizing)
Ability to internalize values developing a life style.
consistent, and predictable.
Act
Advocate
Alert
Allow
Alter
Appreciate
Approve
Assess
Assume
Authenticate
Behave
Balance
Belief
Cancel
Choose
Command
Complex
Conceive
Conform
Conjecture
Conserve
Constitute
Continue
Coordinate
Defend
Develop
Devise

Devote
Disclose
Discriminate
Display
Encourage
Endure
Enforce
Ensure
Exemplify
Exonerate
Favor
Formulate
Function
Imagine
Incorporate
Influence
Innovate
Judge
Justify
Listen
Maintain
Modify
Pattern
Perform
Practice

UNCLASSIFIED

The behavior is pervasive,

Prescribe
Preserve
Prioritize
Promote
Propose
Qualify
Question
Rally
Rationalize
Reassess
Reserve
Respect
Retain
Review
Revise
Sell
Serve
Share
Support
Study
Uphold
Use
Validate
Verify
Vindicate

24

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Organizing
(Requires receiving, responding, and valuing)
Ability to bring together different values, resolve conflicts between them to build an
internally consistent value system.
Adapt
Adhere
Align
Alter
Arrange
Attend closely
Categorize
Characterize
Classify
Combine
Compare
Complete
Complex
Coordinate

Defend
Establish
Explain
Formulate
Generalize
Group
Identify
Integrate
Listen
Listen attentively
Modify
Monitor
Observe

Order
Organize
Perceive
Prepare
Rank
Rate
Recognize
Reconnoiter
Relate
Show awareness
Show sensitivity
Synthesize
Systemize

Valuing
(Requires receiving and responding)
Ability to see worth or value in the subject, activity, and assignment. Student is
motivated, not by the desire to comply or obey, but by the commitment to the underlying
value guiding the behavior. Behavior is consistent and stable making value clearly
identifiable.
Accept
Adopt
Approve
Choose
Commit
Complete
Describe
Desire
Differentiate
Display
Dispute

Endorse
Enjoy
Ensure
Exhibit
Explain
Express
Form
Initiate
Invite
Join
Judge
Justify

UNCLASSIFIED

Prefer
Propose
Read
Report
Sanction
Select
Share
Study
Work

25

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Responding
(Requires receiving)
Ability to participate. Seeks out and gains satisfaction from working or engaging in
activity.
Accomplish
Achieve
Acknowledge
Advise
Agree
Aid
Allow
Announce
Answer
Anticipate
Apologize
Ask
Assist
Communicate
Complete
Complete assignment
Comply
Conform
Consent
Contact

Contribute
Cooperate
Demonstrate
Describe
Discipline
Discuss
Dispatch
Encode
Execute
Follow-up
Give
Greet
Help
Indicate
Inquire
Interpret
Label
Notify
Obey
Obey rules

Participate
Question
Permit
Praise
Pursue
React
Read
Refuse
Reply
Report
Request
Respond
Resume
Seek
Select
Show
Visit
Volunteer
Welcome
Write

Receiving
(Ability to receive or to attend to particular phenomena or stimuli.)
Divided into three subcategories: awareness, willingness to receive, and controlled or
selected attention.
Acknowledge
Ask
Attend
Be aware
Choose
Describe
Directing attention
Follow

Getting attention
Give
Hold
Holding attention
Identify
Listen
Listen locate
Name

UNCLASSIFIED

Receive
Reply
Select
Show alertness
Tolerate
Use
View
Watch

26

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Psychomotor Domain
Naturalization
(Requires imitation, manipulation, precision and articulation)
Response is automatic. Ability to experiment, creating new motor acts or ways of
manipulating materials out of understandings, abilities, and skills developed. One acts
"without thinking."
Acquire
Arrange
Assemble
Blend
Break up
Carry
Carry out
Cause
Clean
Combine
Complement
Complete
Compose
Conduct
Connect
Constitute
Construct*
Contrive
Control
Correct
Create
Design
Disconnect
Dismantle
Disperse

Distribute
Divide
Do
Drive
Enact
Encircle
Enclose
Establish
Execute
Fit
Handle
Hold
Improve
Incorporate
Initiate
Insert
Invent
Involve
Join
Lift
Link
Load
Maintain
Make
Manipulate
Merge

Open
Operate
Originate
Pace
Perform
Produce
Progress
Raise
Refine
Reject
Relate separate
Rewire
Stoop
Transcend*
Transfer
Transport
Unite

*by itself belongs to a subcategory

UNCLASSIFIED

27

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Articulation
(Requires imitation, manipulation, and precision)
Higher level of precision: Ability to modify movement patterns to fit special requirements
or to meet a problem situation.
Acclimatize
Accommodate
Adapt
Adjust
Alter
Ambush
Attack
Bend
Break
Bypass
Change
Conduct
Deploy
Direct
Draw
Evade
Fit
Fix
Flip
Grasp
Infiltrate
Inverse
Invert
Lay

Lead
Map
Modify
Modulate
Mutate
Navigate
Neutralize
Occupy
Orient
Oscillate
Pack
Patrol
Prevent
Program
Protect
Queue
Readjust
Rearrange
Reconcile
Reconstitute
Reconstruct
Recover
Reduce
Regulate *

Relieve
Reorder
Reorganize
Reorient
Reshuffle
Retool
Revert
Revise
Spin
Square
Suppress
Surpass *
Swing
Swirl
Tailor
Temper
Train
Transcend *
Transpose
Turn
Twirl
Twist

*by itself belongs to a subcategory

UNCLASSIFIED

28

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Precision
(Requires imitation and manipulation)
Skill has been attained. Proficiency is indicated by a quick, smooth, accurate
performance, requiring a minimum of energy. The overt response is complex and
performed without hesitation.
Access
Accomplish
Achieve
Activate
Actuate
Adjust
Administer
Advance
Align
Archive
Arm
Assemble
Attach
Attain
Automatize
Balance
Beat
Become proficient
Breach
Calibrate
Camouflage
Center
Charge
Clean
Clear
Climb
Close
Collect
Connect
Cover
Debrief
Debug
Decontaminate
Deliver
Destroy
Diagnose
Dig
Disassemble
Disconnect
Disengage
Dismantle

Dispatch
Displace
Display
Dispose
Disseminate
Drive
Egress
Elevate
Emplace
Employ
Energize
Engage
Enter
Enter
Establish
Evacuate
Exceed
Excel
Exchange
File
Fill out
Fire
Fit
Fuel
Ground
Harden
Hoist
Initialize
Input
Insert
Inspect
Install
Install
Integrate
Intercept
Isolate
Issue
Jack
Key
Launch
Load

Log
Lubricate
Make safe
Maneuver
Maintain
Manage
Master
Mount
Move
Navigate
Obtain
Open
Operate
Order
Outdo
Outmatch
Outperform
Outrank
Outweigh
Overcome
Overhaul
Park
Pass
Perform
Place
Plot
Police
Position
Post
Press
Pressurize
Process
Procure
Provide
Publish
Qualify
Raise
Range
Rank
Reach
Receive

UNCLASSIFIED

Record
Reestablish
Refine
Refuel
Regulate
Release
Relocate
Remove
Repair
Replace
Replenish
Reset
Retrieve
Return
Rise
Rotate
Save
Scale
Score
Secure
Self-regulate
Send
Service
Set up
Shut down
Sight
Signal
Splint
Squeeze
Stockpile
Store
Stow
Strike
Submit
Succeed
Supervise
Support
Surpass
Sweep
Take
Take charge

Tap
Test
Tighten
Trace
Transcend
Transfer
Transmit
Transport
Treat
Troubleshoot
Type
Unload
Update
Utilize
Write
Zero

29

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Manipulation
(Requires imitation)
Ability to continue practicing a skill or sequence until it becomes habitual. The response
is more complex than at the previous level, but learners still are not "sure of
themselves."
Acquire
Advance
Assemble (higher
skills)
Break up *
Carry
Clean
Complete
Conduct
Control
Disconnect
Dismantle
Disperse
Distribute
Do
Drive
Execute

Fit (parts together)

Follow
level Guide
Handle
Hover
Improve
Insert
Land
Lift
Load
Maintain
Make
Maneuver
Manipulate
Open
Operate

Pace
Perform
Produce
Progress
Raise
Regulate
Rewire
Steer
Stoop
Take off
Track
Transfer
Transport
Traverse
Use

Imitation
(Ability to learn complex skills overtly.)
Repeating an act that has been demonstrated or explained, via trial and error until an
appropriate response is achieved.
Assault
Assemble
Attempt
Begin
Blueprint
Break up
Calibrate
Carry
Carry out
Carve
Construct
Copy
Creep
Cut
Delineate
Depart
Depict
Detect
Diagram

Disorganize
Dissect
Disturb
Divide
Draft
Draw
Duplicate
Enlarge
Fall
Feel
Follow
Fortify
Hear
Hold
Imitate
Increase
Jump
Lift
Mimic

UNCLASSIFIED

Outline
Perforate
Perform
Pierce
Pull
Practice
Proceed
Reinforce
Remove
Repair
Repeat
Replace
Replicate
Represent
Reproduce
Respond
Run
Scan
Scatter

Shorten
Simulate
Sketch
Slice
Split
Smell
Start
Stay
Strengthen
Stretch
Swim
Taste
Throw
Try
Turn
Twist
Visualize
Wear

30

UNCLASSIFIED
Disassemble
Discompose
Disjoint

MPT&ECIPSWIT-ILE-SPEC-1
Mock
Move
Organize

See
Separate
Shift

Note: * Indicates that the verb by itself is from a subcategory; the verb needs to be
combined with a verb from the current category to be part of that category. Following is
an example using the verb identify in the Cognitive Domain.
Knowledge (by itself, belongs to the Knowledge category)
Given six food elements differing in nutritional value, the culinary specialist will be able to
identify the nutritional value for each food element. This task will be done with at least
80% accuracy.
Analysis: (Combined with a verb in the Analysis category, the verb from Analysis takes
precedent.)
Given 10 meal groups made of a combination of six food elements, differing in nutritional
value, the culinary specialist will be able to identify the nutritional value for each food
element and classify them into sets that contain different food groups. These sets will be
arranged in ascending order from most nutritional to less nutritional in value. This task
will be done with at least 80% accuracy.
When a verb is found on two categorieswith equal weight
Sometimes the same verb is found in two categories, e.g., classify is listed in both
Comprehension and Analysis. The difference considers the content and the task.
Comprehension requires the learner to understand the relationship between elements or
groups and maybe add some element(s) to existing groups; classifying an element
among existing options.
Analysis requires the learner to come up with the classification based on specific
characteristics supported by the analysis of such elements. The differences between
one category (Comprehension) and the other (Analysis) is explained in the conditions
and behavior expected from the audience.

UNCLASSIFIED

31

UNCLASSIFIED

Enclosure 3.
CONDITION

MPT&ECIPSWIT-ILE-SPEC-1

Condition Decision Tree

What will the learner be given or use during the performance
measurement?

CUE OR STIMULUS (sensory data)

Verbal
_definitive information__
Textual/Visual
_definitive information__
Touch
_definitive information__
Taste
_definitive information__
Smell
_definitive information__

RESOURCE MATERIAL (physical or

electronically-based objects)

Category = CUE
Parameter = Verbal
Open field = definitive information

SCOPE (resource boundaries)

EPSS
_definitive information__

__definitive information

_definitive information__

__definitive information

_definitive information__

__definitive information

_definitive information__

__definitive information

_definitve information__
Printed materials
_definitive information__
Reference documents
_definitive information__
Simulation
_definitive information

__definitive information

Equipment
IETM
Job aid
MLT

Software applications
_definitive information__
Tools
Other

_definitive information

COMPLEXITY (level of proficiency primary audience)

Apprentice
_definitive information__
Journeyman
_definitive information__
Master
_definitive information__
Other
definitive information

UNCLASSIFIED

32

UNCLASSIFIED

Enclosure 4.
STANDARD

MPT&ECIPSWIT-ILE-SPEC-1

Standard Decision Tree

What is the measurement that will indicate successful or
acceptable performance?
Parameter = Accuracy

Accuracy
_definitive information__

Open field = definitive information

Number of errors
_definitive information__
Number of correct responses
_definitive information__
Consistent with established standard
_definitive information__
Consistent with stated standard
_definitive information__
Consequences
_definitive information__
Other
_definitive information__
Cognitive - general
_definitive information__
Cognitive - specific

_definitive information__
Expressive
_definitive information__

UNCLASSIFIED

33

UNCLASSIFIED

Enclosure 5.
1.

MPT&ECIPSWIT-ILE-SPEC-1

Process Review Guide

WORK PROCESS: Learning Objectives

2.
FUNCTIONAL CATEGORY: Personnel and/or Organizational
Management Curriculum Development, Maintenance Review, and Control
3.
BRIEF DESCRIPTION OF WORK PROCESS: To ensure that procedures
for designing, developing, implementing, and reviewing learning objectives within
the confines of the ILE facilitate a quality learning experience for our Sailors.
4.
REFERENCES: Please cite the appropriate reference(s) associated with
the Process Requirements in paragraph 6 below. There are a number of
references that govern learning products.
(a) Navy Guide to Content Design, Development, and Deployment, Part 2, Content Design
(b) Integrated Learning Environment Guidance, ILEGUI1553-ISD-1, Instructional Systems
Design and Instructional Design Processes
(c) Integrated Learning Environment Guidance, ILEGUI1553-ISD-2, Interim Assessment
Guidance
Because technology advances at a rate faster than instructions can generally be
issued, commands are advised to check the following sites frequently:

Human Performance Center Spider: https://www.spider.hpc.navy.mil/

Department of Defense Web Policies and Guidelines:
http://www.defenselink.mil/webmasters/
SECNAVINST 5720.47A Department of the Navy Policy for Content of
Publicly Accessible World Wide Web Sites

5.
WORK PROCESS SME(s): ILE POC is Jerry Best, HPC, N75, DSN: 380-4997,
(COMM) (407) 380-4997. email: [email protected].

UNCLASSIFIED

34

UNCLASSIFIED
6.

MPT&ECIPSWIT-ILE-SPEC-1

PROCESS REQUIREMENTS: SME

COMMENTS
List main points in the form of a question that will assist the
Reviewer or SME when reviewing the process.
a. At the Echelon III level
(1) Has
the
EIII
provided
written
specifications and guidance to each
subordinate command on how learning
objectives will be designed, developed,
maintained, and reviewed in accordance
with the ILEGUI1553-ISD-3 document?
(2) Does the EIII have in place a transition
plan or guidance to support the review of
legacy learning objectives and to refine
legacy content to meet the ILE
requirements?
(3) Does the EIII command have a periodic
review schedule to assist commands with
the new methodology?
b. At the Subordinate Commands level
(1) Did the subordinate command develop or
adopt a procedure to design learning
objectives incorporating the science of
learning
and
human
performance
concepts?
(2) Did the subordinate command prepare
and maintain a traceability matrix for
newly developed courses?
(3) Does the subordinate command have a
plan in place to periodically review
learning objectives items to check
alignment with assessment, content, and
SkillObjects?
(4) Does the subordinate command have
prepared checklists and grading rubrics
for learning objectives for use by test
administrators for performance tests?

7.
QUALITY ASSURANCE KEY METRICS: Identify the key metrics for
measuring performance. These metrics should clearly indicate how success of
the assessment will be defined and measured, and provide a quick view of how
well the assessment development and implementation process is progressing in
achieving its intended purpose.

UNCLASSIFIED

35

UNCLASSIFIED

MPT&ECIPSWIT-ILE-SPEC-1

Data collection for metrics should include at a minimum the following:

Completion of the documentation identified in ILEGUI1553-ISD-1, 2,

and 3
Learner identification procedures
Traceability Matrix (Crosswalk for linkage with SkillObjects )
Percentage of legacy learning objectives refined for warehousing within
the ILE repository
Timelines for refresh of the learning objectives

UNCLASSIFIED

36

UNCLASSIFIED

Enclosure 6.

MPT&ECIPSWIT-ILE-SPEC-1

Checklists and Rating Scales

Example of a checklist for assessing performance in setting up and using a microscope.

Learners Actions

Takes slide
Wipes slide with lens paper
Wipes slide with cloth
Wipes slide with finger
Places drop or two of culture
on slide
Adds few drops of water
Wipes cover glass with lens
paper
Wipes off surplus fluid
Places slide on stage
Looks through eyepiece with
right eye
Looks through eyepiece with
left eye
Turns to objective of lowest
power
Turns to high power objective
Holds one eye closed

Sequence
of Actions

1
2

Learners Actions

Sequence
of Actions

Skills in which learner needs further training

3
In cleaning objective
In cleaning eyepiece
3
In focusing low power
Noticeable characteristics of learners
behavior
3
Awkward in movements

Slow and deliberate

Unable to work without specific

directions
Very rapid

Characterization of the learners mount

7

Poor light

Poor focus

21
8

Excellent mount
Unable to find object

Adapted from A test of skill in using a microscope by R. W. Tyler, 1930, Educational

Research Bulletin, 9, p. 44, in Nitkos Educational Assessment of Students, p. 270.
When crafting a procedure checklist, first observe and study experts performing so you
can identify all the appropriate steps. Then:
1. List and describe clearly each specific sub-performance or step in the procedure
you want the learner to follow.
2. Add to the list specific errors that learners commonly make.
3. Order the correct steps and the errors in the approximate sequence in which they
should occur.
4. Make sure you include a way either to check the steps as the learner performs
them or to number the sequence in which the learner performs them.

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Example of a rating scale for briefing a solution to a tactical problem

Score level = 3
Tactical knowledge
Shows understanding of the situation
Uses appropriate methods to assess the
situation
Strategic knowledge
Uses relevant outside information of a
formal or informal nature
Identifies all the important elements that
impact the situation
Selects an appropriate strategy to conduct
the maneuver
Communication
Gives a complete response with a clear,
unambiguous explanation
Includes an appropriate and complete
diagram
Presents strong supporting arguments to
decisions

Score level = 2
Tactical knowledge
Shows nearly complete understanding of
the situation
Uses some of the appropriate methods to
assess the situation
Strategic knowledge
Uses some outside information
Identifies most of the important elements
that impact the situation
Selects a successful alternative strategy to
conduct the maneuver
Communication
Gives a fairly complete response with
reasonably clear explanations
Includes an appropriate and nearly
complete diagram
Presents supporting arguments with some
minor gaps

Score level = 0
Score level = 1
Tactical knowledge
Tactical knowledge
Shows limited understanding of the
Shows no understanding of the situation
situation
Uses or fails to use appropriate methods of
assessment
Strategic knowledge
Strategic knowledge
Attempts to use outside information
Uses irrelevant outside information
Fails to identify important elements that
Fails to indicate which elements are
impact the situation
appropriate to the situation
Selects an inappropriate strategy for the
The strategy does not address the
maneuver
maneuver
Communication
Has some satisfactory elements, but lacks Communication
significant parts in explanation
Communicates ineffectively
Includes a diagram that is unclear or
Diagrams misrepresent the maneuver
difficult to interpret
Appears unprepared, winging it
Adapted from The Conceptual Framework for the Development of a Mathematics
Performance Assessment Instrument, by S. Lane, 1992, Educational Measurement
Issues and Practice, 12 (2), p. 23 in Nitkos Educational Assessment of Students, p. 267.

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References
Bloom, B., Englehard, M., Furst, E., Hill, W., & Krathwohl, D. (1956). A taxonomy of
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Dick, W., Carey, L., & Carey, J. (2001). The systematic design of instruction. (5th ed.),
New York: Addison-Wesley.
Eisner, E. (1969). Instructional and expressive objectives: Their formulation and use in
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emerging issues (pp. 13-18). Chicago: Rand McNally.
Gronlund, N. (1995). How to write and use instructional objectives (5th ed), New York:
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Heinich, R., Molenda, M., & Russell, J. (1993). Instructional media and the new
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Kibler, R. (1981). Objectives for instruction and evaluation. Boston: Allyn &
Bacon.
Krathwohl, D., Bloom, B., & Masia, B. (1964). A taxonomy of educational objectives:
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Mager, R. (1984). Preparing instructional objectives (2nd ed.), Belmont, CA:
Pittman.
Mager, R., & Beach, K. (1967). Developing vocational instruction. Belmont, CA:
Pittman.
Morrison, G., Ross, S., and Kemp, J. (2004). Designing effective instruction. (4th ed.),
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Nitko, A. (2004). Educational assessment of students, (4th ed), Upper Saddle River, NJ:
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Rothwell, W. and Kazanas, H. (2004). Improving On-the-Job Training: How to Establish
and Operate a Comprehensive OJT Program, (2nd ed), New York: Jossey Bass.
Smith, P. and Ragan, T. (1999). Instructional Design. (2nd ed.), New York:
John Wiley & Sons.

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