e-Pedagogium 2008, 8(1):35-47

The Role of Task Analyses in Effective Instruction

John H. Hummel, David M. Monetti, and William G. Huitt
John H. Hummel PhD., Department of Psychology and Counseling, Valdosta State University, Valdosta, GA, USA, Email: jhummel@valdosta.edu
David M. Monetti PhD., Department of Psychology and Counseling, Valdosta State University, Valdosta, GA, USA, Email:dmmonett@valdosta.edu
William G. Huitt PhD., Department of Psychology and Counseling, Valdosta State University, Valdosta, GA, USA, Email: whuitt@valdosta.edu

The purpose of this paper is to discuss how task analysis (TA) can be utilized to help pre-service and practicing teachers to generate lesson plans that can positively impact the achievement of students. The connection between state standards, ordering of learning objectives, task analyses, and assessments are described. Different approaches to constructing and implementing TAs are presented. While TAs for the psychomotor domain are briefly described the emphasis is on developing such analyses for outcomes associated with the cognitive domain. Examples are provided that demonstrate the process of developing TAs for a Georgia Performance Standard, and classic guidelines for creating task analyses are reviewed.

Keywords: Task analysis, cognitive task analysis, creative task analysis, teaching skills, lessons, achievement

Published: February 1, 2008  Show citation

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Hummel, J.H., Monetti, D.M., & Huitt, A.W.G. (2008). The Role of Task Analyses in Effective Instruction. e-Pedagogium, 8(1), 35-47
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