Introduction to Criterion Referenced Instruction
Criterion Referenced Instruction (CRI) is an educational approach that emphasizes the mastery of specific skills and knowledge. Unlike traditional education, which is often focused on grades and test scores, CRI is designed to help students achieve specific learning objectives. By focusing on mastery, CRI helps students develop a deeper understanding of the material and build confidence in their abilities. In this section, we will explore the key concepts and principles of CRI and discuss how it differs from other educational approaches. 
Theoretical Foundations of CRI
CRI is based on several key theories of learning and instruction. These theories include behaviorism, cognitive psychology, and constructivism. Behaviorism emphasizes the importance of reinforcement and feedback in learning, while cognitive psychology focuses on the role of mental processes in learning. Constructivism emphasizes the importance of active learning and the construction of knowledge by the learner. In this section, we will explore these theories in more detail and discuss how they inform the design and implementation of CRI.
Robert Mager’s Contributions to CRI
Robert Mager was a pioneer in the field of instructional design and a key figure in the development of CRI. Mager’s work emphasized the importance of clear learning objectives and the use of performance-based assessments. In this section, we will explore Mager’s contributions to CRI and discuss how his ideas have influenced the field of instructional design.
The Four-Step Process of CRI
The Four-Step Process is a key component of CRI. This process involves four steps:
1. Goal and Task Analysis in CRI
Goal and task analysis is the first step in the Four-Step Process of CRI. This step involves identifying the goals of the instructional program and breaking them down into specific tasks. In this section, we will explore the process of goal and task analysis and discuss how it helps to ensure that the instructional program is aligned with the needs of the learners.
2. Performance Objectives in CRI
Performance objectives are a key component of CRI. These objectives specify the skills and knowledge that learners are expected to master as a result of the instructional program. In this section, we will explore the process of developing performance objectives and discuss how they help to ensure that the instructional program is focused on mastery.
3. Criterion-Referenced Testing in CRI
Criterion-referenced testing is a type of assessment that is used in CRI. Unlike traditional testing, which is often focused on grades and test scores, criterion-referenced testing is designed to measure mastery of specific skills and knowledge. In this section, we will explore the process of criterion-referenced testing and discuss how it helps to ensure that learners have achieved the desired level of mastery.
4. Development of Learning Modules in CRI
The development of learning modules is the final step in the Four-Step Process of CRI. This step involves the creation of instructional materials that are designed to help learners achieve the performance objectives. In this section, we will explore the process of developing learning modules and discuss how it helps to ensure that the instructional program is effective and engaging.
Self-Paced Courses in CRI
Self-paced courses are a popular format for CRI programs. These courses allow learners to work at their own pace and focus on the areas where they need the most help. In this section, we will explore the benefits of self-paced courses and discuss how they can be used to create effective CRI programs.
Mastery Learning and Performance-Oriented Instruction in CRI
Mastery learning and performance-oriented instruction are two key concepts in CRI. Mastery learning emphasizes the importance of achieving a high level of mastery in specific skills and knowledge, while performance-oriented instruction focuses on the development of skills that are relevant to real-world performance. In this section, we will explore these concepts in more detail and discuss how they can be used to create effective CRI programs.
Mager outlines three important features that should be incorporated into the teaching objectives. Critical aspects include the criteria mentioned in tests, the ability to link learning modules to specific objectives and the importance of the objective. The idea of establishing quantifiable, measurable learning outcomes is so simple and so powerfully logical. [Sources: 1, 2, 7]
The learning objective includes how the desired learning behaviour is to be recorded, the conditions under which the behaviour is to be carried out and the criteria against which it is to be assessed. The primary objective must be verifiable in order to bring it into line with the referenced teaching criterion. [Sources: 3, 13]
As Mager puts it, “There is no useful goal that describes the type of performance that is accepted as proof that the student has mastered the goal. If a goal describes the teaching process, but not the learning behavior that it describes, then it will not fulfill its primary purpose. [Sources: 5, 7]
When I wrote this article, there was a recorded discussion about writing performance – learning goals based. Because learning researchers and curriculum planners like Dr. Mager focus so much on – the – performance in the job, they call them “performance goals.” The following two learning objectives are related to learning behaviour, not to the actual performance of the student in the classroom or at work. [Sources: 2, 7]
The actual assessment is used to verify that the performance target meets the required standards. The criteria will refer to the audit and the actual assessments will use it to “test” whether the performance targets have been met in accordance with the standard. The one actually assessed will not only refer to the criterion, but will also use its own criteria for “tests” if it has to meet “performance targets” as required by the standard, as well as all other criteria. [Sources: 4]
Speaking of evaluation, the next step in the process is to test whether the performance targets have been achieved as required by the standard. This will relate to the criteria and the actual assessment will use it to “test” whether the “performance targets” are “tested” to meet the required standards. The employee is tested according to the criteria developed in accordance with the standards, as well as all other criteria. [Sources: 3, 4]
In the 1960s, the criteria to which tests refer became a central part of the systematic approach to education and learning. Existing, formal and informal association networks are believed to form the basis for assessing a learner’s performance. How well do learners need to be able to do it and how well can they do it in line with the standards and standards of the education system? [Sources: 7, 9]
This is the basis for what happens in the classroom and in primary school, although it can also be used in other ways, such as assessing performance under what conditions. [Sources: 7]
The five learning objectives are the criteria themselves, which are presented to the student in the form of a note or instruction, which he can see and make available to him. Instructional Design is a teaching specification that uses learning and teaching theory to ensure the quality of teaching. Specifically, teaching is the process of creating a theory of learning based on a number of criteria, such as the five objectives, the objectives of the learning objective and the requirements of learning. The five steps in the design of teaching are the definition of training requirements, the development of objectives and tests, the development and validation of teaching, the conduct and evaluation of teaching, and the consultation of notes and instructions. [Sources: 0, 2, 6, 8]
The criteria to which the tests refer are used to determine the status of a person in relation to a well-defined area of behaviour, and the criteria relate to the assessment of the person. [Sources: 9]
Based on the results of this analysis, the Instructions Designer identifies teaching goals and objectives and clarifies teaching problems. After setting targets, it is time to move on to the Criterion Referenced Instruction (CRI) Framework developed by Robert Mager. The criteria – the criteria developed by Cri, such as the criteria for assessing the behavior of a person, provide a framework for designing and conducting an assessment. [Sources: 0, 3, 10]
According to Mager, a well-written goal is performance, which is a measure of whether the student can perform the lessons or not. In e-learning, learners must identify the three advantages of the teaching objective in a quiz with 95% accuracy. The CRI framework with its “learning goals” is, as Mager says, fast and fun to read. [Sources: 2, 13]
The Criterion Referenced Instruction (CRI) Framework, developed by Robert Mager, is one of the most popular tools for e-learning and online training initiatives. It was the first company to introduce its methodology [1], which relates to the development and use of online training, developed at the University of Illinois at Urbana-Champaign (UIC) in the late 1990s and early 2000s under the direction of Professor Robert M. Cramer. [Sources: 1, 3, 11, 12]
Sources:
[0]: https://edtechbooks.org/id/robert_gagn_and_systematic_design
[1]: https://www.richardsonthebrain.com/instructional-strategies
[2]: https://qualitygrillandgyro.com/r6f4wtu/b5b673-mager-abcd-model-for-instructional-objectives
[3]: https://elearningindustry.com/4-tips-use-criterion-referenced-instruction-principles-online-training
[4]: https://en.wikipedia.org/wiki/Robert_F._Mager
[5]: https://sites.google.com/site/instructionaldesignandtraining/learning-the/robert-manger/robert-mager—performance
[6]: https://eduscapes.com/instruction/3.htm
[7]: http://arnoldmultitrade.co.uk/alex-davey-qmervp/abcd-mager%27s-approach-a87536
[8]: http://www.intaninvest.net/xbox-serial-tpqtxpx/879511-instructional-design-theories
[9]: http://arcmit01.uncw.edu/schaussm/it.htm
[10]: https://www.iddblog.org/instructional-design-models/
[11]: https://www.instructionaldesign.org/theories/criterion-referenced/
[12]: https://k3hamilton.com/LTech/criterion.html
[13]: https://slideplayer.com/slide/9090637/