Criterion Referenced Instruction (CRI)
Biography
Dr. Robert F. Mager is an accomplished author and world-renowned expert on training and human performance improvement issues. Arguably the most well-known and respected figure in his field, he is credited with revolutionizing the performance improvement industry with his groundbreaking work. Dr. Mager holds a doctorate in psychology. He earned A.B. and M.A. degrees from Ohio University and his Ph.D in psychology from the State University of Iowa.
Theory
This instructional framework has been used effectively in self-paced multi-media courses and numerous other professional and technical training programs. It is aimed at mature students who can pace themselves and evaluate themselves with assessment tools incorporated into the courses. Mager was influenced by Gagne, Knowles, and Rogers, and attempted to incorporate the spirit of their work into CRI.
He described useful instructional objectives as having three characteristics (Mager 1984):
1) Performance. An objective always says what a learner is expected to be able to do; the objective sometimes describes the product or the result of the doing.
2) Conditions. An objective always describes the important conditions (if any) under which the performance is to occur.
3) Criterion. Wherever possible, an objective describes the criterion of acceptable performance by describing how well the learner must perform in order to be considered acceptable.
When designing trainings using CRI, the components include:
1. Instructional objectives and goals; identify competencies to be learned.
2.Performance objectives - identify outcomes of instruction and how they will be measured (criterion).
3.Evaluation based on the criteria established in no. 2
4. Development of learning modules tied to certain needs or objectives
Mager was especially interested in the goal-setting aspect of education. Traditionally many educational goals have been subjective in nature and it was difficult to determine if such goals had been met. Mager developed a goal analysis as follows:
1. Write down the goal in brief phrases or single words
2. Write down the performance that, if achieved, would provide confirmation that the goal was achieved.
3. Delete any duplications or unwanted items. If there are items in 1 and 2 that are too abstract (fuzzy), rewrite to make more specific.
4. Write a complete statement for each desired behavior or performance. Describe the nature, quality, or amount considered acceptable
5. Test the statements against the original goals in no. 1. If a student demonstrated the stated performances, would you be willing to say that he has achieved the goal? when the answer is yes, the analysis is complete.
"Fuzzy" words with many interpretations:
To know, to understand, to appreciate, to grasp, to enjoy, to believe, to realize, to have faith in.
More specific words, useful in goal statements:
To write, to recite, to identify, to differentiate, to solve, to construct, to list, to compare, to contrast, to demonstrate.
Learning Theory Bibliography
Hergenhahn, 1988.
http://tip.psychology.org/mager.html
Mager, (1984
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