Task Analysis

The following information is from George Mason University
Task Analysis 101

"Task analysis for instructional design is a process of analyzing and articulating the kind of learning that you expect the learners to know how to perform" (Jonassen, Tessmer, & Hannum, 1999, p.3). Instructional designers perform a task analysis in order to:

1. determine the instructional goals and objectives;
2. define and describe in detail the tasks and sub-tasks that the student will perform;
3. specify the knowledge type (declarative, structural, and procedural knowledge) that characterize a job or task;
4. select learning outcomes that are appropriate for instructional development;
5. prioritize and sequence tasks;
6. determine instructional activities and strategies that foster learning;
7. select appropriate media and learning environments;
8. construct performance assessments and evaluation (Jonassen et al., 1999).

How Do I Perform a Task Analysis?

According to Jonassen, the task analysis process consists of five distinct functions:

Classifying tasks according to learning outcomes –
Inventorying tasks – identifying tasks or generating a list of tasks
Selecting tasks – prioritizing tasks and choosing those that are more feasible and appropriate if there is an abundance of tasks to train.
Decomposing tasks – identifying and describing the components of the tasks, goals, or objectives.
Sequencing tasks and sub-tasks – defining the sequence in which instruction should occur that will best facilitate learning.

For examples go to Dr. Mac's Amazing Behavior Management Site:
http://www.behavioradvisor.com/

Here is part of an example of Brushing Teeth:
Brushing Teeth
Pick up the tooth brush
Wet the tooth brush
Take the cap off the tube of toothpaste
Put a pea sized amount of paste on the tooth brush
Brush the biting surface of the bottom row of teeth
Brush the biting surface of the top row of teeth