Task analysis ‐ its relation to content analysis1

Abstract

The origins, meaning, and elaborations of task analysis are discussed in relation to the design of instruction. Learning task analysis is described as having the purpose of identifying and classifying the performances that are the outcomes of learning, and also those subordinate performances that are prerequisite to such learning. As a technique, task analysis begins with the expected performance and works backwards to the stimulus situation (i.e., the “content"). This procedure contrasts with content analysis, which categorizes the components of existing content. It is argued that the procedures of task analysis can be employed, if desired, in analyzing existing content to reveal its probably intended outcomes. In addition, some problems are discussed in using task analysis to predetermine the characteristics of content for instructional design.

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