Criterion Referenced Instruction (Robert Mager)

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]